2016 Journal

2016 Edition

Into the Abode of Death Crossing the Empty Quarter From Character Training to Personal Growth And, Above All, Compassionate Service Women Outward Bound

Measuring the Impact of Outward Bound Celebrating Outward 75 YearsBound! of

Celebrating 75 years of Outward Bound!

From the Editor EDITOR IN CHIEF As the British novelist Rob Chatfeld L. P. Hartley reminds us in his 1953 novel, The CONTRIBUTING EDITOR Go-Between, “The past is Iain Peter a foreign country: they do things diferently there.” PHOTO, ART AND DESIGN Anniversaries are our Paper Plane Productions ephemeral doorways to the past; they stay open COPY EDITING AND PROOFREADING just long enough for us Anassa Rhenisch, Erin Moore to contemplate history’s temporal infections, and CONTRIBUTING PHOTOGRAPHERS then close securely behind OB Malaysia - Lumut (pp. 6-7), OB Philadelphia (pp. 13-15), OB Singapore (p. 26), OB us as we return to the Canada (pp. 34-35, 79, 82, 83, top), OB New Zealand (pp.27-28), OB Australia (pp. present and look forward. 36-37), Cori Shea (pp. 38-44), OB Oman (pp. 49-55, 56-59), Shell: Production Centre of They serve to recalibrate the receding importance of history with the looming Excellence, The Hague (pp. 56-59), Reunion Women 2015 (pp. 60-61), OB Japan (p. 63), potential of the future. They take us away and bring us home again. It is consequently OB Peacebuilding (pp. 64-66), Mark Zelinski (pp. 67-71), OB Hong Kong (pp. 74-77), Jade Ellams (p. 77, bottom), OB India – Himalaya (pp. 85, 89), Iain Peter (p.81, 88), ftting, as Outward Bound’s 75th anniversary year nears its end, that OBI Journal Inside back cover, (p. 91), in order, R to L: Doug Demarest, Jen Nold, Noor Hisham Ranny, takes a look at our own past, recalling through articles and images what has changed Phil Weymouth, BIGC Photography Bahrain, Rob Chatfeld, OB Hurricane Island, OB and what has not during the nearly eight decades since Kurt Hahn and Lawrence Holt Japan, Rob Chatfeld, OB UK Trust, Mary Turner/Getty Images. founded the Outward Bound Sea School at Aberdovey, Wales in 1941. Front Cover photo: (Aberdovey boys) The Outward Bound Trust ‘Generations’ project. Back Cover photo (Sailing Boats at Outward Bound Malaysia-Lumut) Rob Chatfeld. Signposting the march of time is uniquely important for mission-driven international organizations like ours, whose institutional memory must repeatedly pass through the many essential prisms of national identity and culture. While the Outward Bound CORPORATE OFFICE 85 Grampian Road motto, “To serve, to strive and not to yield” (adapted from Tennyson’s poem “Ulysses” Aviemore PH22 1RH by Jim Hogan, the warden of the frst Outward Bound school) still captures the United Kingdom distilled essence of worldwide Outward Bound, we have come a long way from 1940s Phone: +44 (0)1479 812544 Aberdovey. Moreover, we have grown from one school in one country to a network of [email protected] schools—each a unique refection of local needs-—operating in 34 countries. And every year we work with nearly as many participants as the approximately 275,000 served by Aberdovey during its entire 75-year history. OUTWARD BOUND INTERNATIONAL Mary Thomson CHAIRMAN OF THE BOARD However, like the mythical hero Ulysses, we must return from our foreign country; Iain Peter EXECUTIVE DIRECTOR therefore, in this issue, we also include several articles that speak to contemporary © 2016 Outward Bound International Journal (ISSN 2161-8860 (print), ISSN Outward Bound. Read how Outward Bound Hong Kong collaborated with Australia’s 2161-8879 (online) is published annually by Outward Bound International. All Monash University to convene outdoor adventure educators from around the world rights reserved. No part of this publication may be reproduced, stored in a retriev- (see page 74). Follow Mark Evans and Mohammed Al Zadjali (Outward Bound Oman) al system, or transmitted, in any form or by any means, electronic, mechanical, as they retrace the 1930 journey of explorer Bertram Thomas across the Empty Quar- photocopying, recording, or otherwise, without the written permission of ter of Arabia (“Into the Abode of Death–Crossing the Empty Quarter,” page 49). Join Outward BoundInternational ® 72 sophomores and 10 adult chaperones from the American School in Switzerland as they set of for a winter course in Bavaria with Outward Bound Germany, and learn Copyrighted material in OBI Journal, 2016 Edition was reproduced from the how Outward Bound Japan hopes to introduce the spirit and core values of Outward following periodicals and sources: Bound into the mainstream school education system (see “Spreading the Spirit of Outward Bound,” page 62) “The History of Challenge Courses” was adapted from a chapter in Developing Challenge Course Programs for Schools, edited by Wurdinger and Stefen. Used by permission Of additional note, this issue acknowledges a relatively minor anniversary: the tenth of Mark Wagstaf, Ed.D. and Kendall/Hunt Publishing Company | “Powering Oman’s year of publishing OBI Journal. (You can see the covers of each issue on page 91.) To Next Generation,” used with permission of Shell: Production Centre of Excellence, The Hague | “Back to roots: An historical account of the development of Outdoor Education mark the occasion you will notice a fresh design that refects our new centred on Kurt Hahn pre 1944”—The article draws from the 2011 book: Kurt Hahn: Global Brand Standards. Lastly, we ofer a special thanks to Dan Hill, Anassa Inspirational, visionary, outdoor and experiential educator by Nick Veevers and Pete Rhenisch, and Erin Moore, who over the past 10 years have each unfailingly Allison. Published by Sense, Rotterdam | The photos (p. 27, top, p. 46, top, and p. 47) are made each issue better than the last. used with permission of Paper Plane Productions 2016.

Rob Chatfeld Outward Bound International Jounal www.outwardbound.net 3 CONTRIBUTORS

Bound Oman, the frst Outward Bound school-age students in the felds of English, challenge and inspire leaders in divided school in the Arab world. He is Patron world religions, and human values. He also communities to build peace together. of the Andrew Croft Memorial Fund She brings over 25 years of experience in (www.acmf.org.uk), and the founder established outdoor adventure programs for of Connecting Cultures, an educational International College, Beirut, Lebanon, and international peacebuilding, develop- initiative endorsed by UNESCO that The Gilman School in Baltimore, Maryland. ment, and human rights with organiza- uses the desert wilderness to bring tions such as the U.S. Peace Corps, the young people together on journeys of Andean Development Corporation, and intercultural dialogue. the International Center for Transitional Evans has been travelling in wilderness Justice. Ana is a 2016 Rotary International environments for 38 years, and has, Peace Fellow and was recently named among other things, spent an entire year a Hearts on Fire Visionary of the Month Pete Allison in small tents on Svalbard, which includ- Back to Roots ed four months of total darkness; crossed (September). She graduated from Lewis Pete Allison is associate professor of Greenland in 26 days by parachute and & Clark College in Portland, Oregon and recreation, park, and tourism management ski, on the trail of Nansen; and kayaked received a Master’s of International Afairs at Pennsylvania State University. He was solo the entire 1,700-kilometre coastline from the School of International and previously Head of the Graduate School of of Oman. He is the author of four books. Education and Sport at the University of In 2002 he was named a Pioneer of the Public Afairs at Columbia University. Edinburgh for 15 years. He is passionate Nation at Buckingham Palace for his Katie Newsom Pastuszek about experiential learning and cross-cul- services to the feld of youth exploration, Philadelphia Outward Bound and in 2012 was awarded the MBE for tural education through expeditions, and is School’s The Discovery Center committed to personal development. Pete his work using expeditions to promote The daughter of a career foreign service worked at Bradford Woods in the early-to- Intercultural Dilaogue. ofcer, Katie often says that she was born mid-1990s, for Outward Bound in Malaysia and Oman, and for various organisations into a life of adventure. She did her frst in the UK. He founded the Journal of Outward Bound course at 14 and credits Adventure Education and Outdoor Learning that challenging experience—along with and reviews for a number of journals. He her world travels—as having given her the is a keen skier, canoeist, and mountaineer. motivation and drive to live a life of service Expeditions in the Arctic, Himalayas, and to others. Arabian Peninsula are his favourites! Katie’s career in non-proft management began at the World Afairs Council of Philadelphia in 1980. In the early 1990s she reconnected with her adventure roots by Mark Freeman consulting with regional adventure educa- From Character Training to tion programs. From 1997 to 1999, she sat Mark Zelinski Personal Growth on the Advisory Board of the Philadelphia Outward Bound Photographer Mark Freeman is a historian of education, Friends of Outward Bound before resigning For more than 30 years Canadian focusing on adult education, youth move- to serve as the Philadelphia Program Direc- photographer and publisher Mark Zelinski ments, and informal education in modern tor. Working in collaboration with Baltimore (www.MarkZelinski.com) has traveled to Britain. He is currently a co-investigator on a large Arts and Humanities Research Chesapeake Bay Outward Bound and other Outward Bound Schools, United World Maxine Davis Council funded grant, “The Redress of Outward Bound Schools nationwide, Katie Colleges, and Round Square schools Women Outward Bound: the Past: Historical Pageants in Britain has led the expansion of today’s Philadel- worldwide to capture the action-based The Documentary 1905-2016”. He has published widely on phia Outward Bound School together with a programs portrayed in his books: One Maxine is a storyteller who has been mak- modern British social, educational, and dedicated Board of Trustees. ing video biographies for ten years (www. business history. Small Flame: Kurt Hahn’s Vision Of Edu- tellyourhistory.com). She has worked in the Katie received a BA from the University of cation, and Outward Bound: The Inward Minnesota flm industry for 33 years as a He joined the UCL Institute of Education, Vermont and a MS in Organizational Devel- Odyssey, volumes 1 and 2. In 2010 he production manager and location scout for University College London, in 2014, hav- opment and Leadership from the Philadel- launched the “Books That Heal” initiative, hundreds of TV commercials, flms, made- ing previously worked at the University of phia College of Osteopathic Medicine. She donating 7,000 copies of his books to for-TV movies, rock videos, and photo Glasgow. He is a co-editor of the journal shoots, and was the production coordinator History of Education. has completed intensive executive seminars charities in more than 30 countries. These for Prince’s movie Purple Rain. Maxine in leadership and non-proft management charities use the books to aid child abuse moved into documentary flmmaking in at both The Wharton School and the Harvard prevention, homeless youth, addiction 2005 and has won awards for her short Business School. counseling, literacy, crime prevention, flms such as In the Shadow of the Acropolis, and rescued victims of human trafcking. which have shown in flm festivals and on public television. Women Outward Bound is her feature-length documentary debut His books are a tribute to the heroes of as a director. the world—the social workers, teachers, volunteers and charities that work every day to help others. He believes we need to see the human race as a family, and it’s exciting for him to use his photography Jim Garrett books as a gift for children and a tool And, Above All, for charities. Mark makes his home in Compassionate Service Hamilton, Ontario, where he recently pho- Board member of Baltimore-Chesa- tographed an Outward Bound course—a peake Bay Outward Bound in the USA, Ana Patel frst for him, Outward Bound, right in his Jim is an OB USA National Advisory Outward Bound Peacebuilding: backyard. Board member, and has been afliated A Partnership Model Mark Evans with Outward Bound since 1964 as Ana Patel is the Executive Director of the Crossing the Empty Quarter a Hurricane Island Outward Bound Outward Bound Center for Peacebuild- Mark Evans (www.markevans.global) instructor, Trustee, and Corporation ing, leading the organization’s work is the Executive Director of Outward Member. For thirty years he taught using active learning in the outdoors to R

CONTENTS

6- The Evolution of Outward Bound 45- Gear Review Malaysia Lumut Outward Bound Photographer 46- A History of Challenge Courses

8- Back to Roots 49- Into the Abode of Death An Historical Account of the Crossing the Empty Quarter Development of Outdoor Education Centred on Kurt Hahn pre-1944 56- Powering Oman’s Next Generation How Outward Bound Oman Supports Youth 13- Community and Conservation Development Philadelphia Outward Bound School’s “The Discovery Center” 60- Women Outward Bound A Film by Maxine W. Davis 16- And, Above All, Compassionate Service Kurt Hahn’s Service Ethic 62- Spreading the Outward Bound Spirit

26- Looking Back Outward Bound Singapore in the 1960s 64- Outward Bound Peacebuilding A Partnership Model

27- Looking Back The First Days of Outward Bound 67- Mark Zelenski New Zealand Outward Bound Photographer

29- From Character Training 72- Measuring the Impact of to Personal Growth Outward Bound

33- Book Review 74- The International Sea Kayaking Educators Symposium: A Collaboration Between Outward Bound Hong Kong and Tertiary Outdoor Education 34- Blind Spot Near Miss Trauma 78- How Good is My Outward Bound School? 36- Looking Back The First 60 Years Of Outward Bound Australia 81- 2015 Annual Report

38- Outward Bound An Integral Piece of a TASIS Education By Karl Chandran hen Kurt Hahn founded Outward Bound he es- needed to be introduced incrementally and have real conse- tablished a core set of educational principles. Each quence; that problem-solving tasks should be holistic; and that course would have a balance between ftness, skill, their solutions required the individual’s mental, emotional, and Winitiative, perseverance, respect, and service. His approach to physical resources. Tis is education was not only refected in the design of focused on experience, but the Standard Course pro- also had a distinct need to gram, later to be renamed be value-centered. Tra- the Classic Course, a 25- ditional Outward Bound day course which is still in programs develop power- practice today. ful learning experiences, surmounting mainly phys- Te earliest participants ical challenges in a natural came mainly from gov- setting through which the ernment departments, individual builds his or the police, and plantation her sense of self-worth. At companies. Tis was due Outward Bound Malaysia Lumut we have always to the need to cultivate endeavored to keep our individuals with the key programs consistent with personality and leadership this core of Hahn’s philos- traits required to lead the ophy. country upon attaining independence. At this time In the early days in Lumut, the Outward Bound Educational the activities—kayaking, Process Model, which began with the participant undertaking trekking, and sailing—had a strong emphasis on regimentation, a series of physical activities and group problem-solving tasks, with a strong adherence to rules, do’s, and don’ts. Tis approach was particularly important in developing an understanding was a key practice through the 1970s. of the experiential education process. We learned that tasks 6 During the 1980s, the Outward Bound • Course design: Tis includes a holistic Malaysia programs evolved towards approach that integrates a variety of ac- incorporating and linking transformation tivities and involves personal refection. with the change in social trends. In this era, the components of our programs • Range of activities: Tis includes a bal- were skills training, stress and hardship, ance of activities that are social, physical, problem solving, community service, creative, refective, group, and individual refection, and evaluation, sequenced as challenges, that use all the senses, and a training phase, expedition phase, solo, that integrate emotional, intellectual, and fnal expedition, and concluding phase. spiritual considerations. At this time, the activities ostensibly • Variety: Tis requires an element of remained the same, though new ones surprise and change of the rhythm of the were introduced—particularly high rope program. courses and the fying fox. Enrollment had also evolved to include programs for women as well as • Progression: Activities increase in social, emotional, and courses for children and youths. physical challenge throughout the course, such as a creative activity, then one with more demands, and fnally indepen- By the 1990s, the Outward Bound approach to teaching and dent preparation of a theatre performance. learning had become more than a set of methods and activ- ities. Te instructors’ role, while always important, proved • Tailoring: Tis ofers a much more fexible and energized to be more relevant particularly when the relationship with approach for instructors and, for par- the participant grew more facilitative. ticipants, the beneft of programs aimed Instructors needed to be diverse in ability exclusively at them. and approach, and to have the communi- cation skills to both instruct and facilitate • Atmosphere and learning envi- learning. To do this, instructors had to ronment: Tis includes physical and adhere to the following process: emotional safety and creates a supportive atmosphere that allows participants to 1. Te instructor imparts knowledge interact. 2. Knowledge becomes experience • Participants: A diverse group of indi- 3. Experience allows for applications of viduals who are willing to participate in knowledge activities and to think about themselves 4. Time is allotted for solitude and and others is important to the holistic refection on the knowledge and learning process. experience gained (at this time the solo camping activity had become an • Instructors: Te instructors’ facili- integral part of our programs) tation methods and experiences are critical to the program success, especially since each instructor team has individuals We also began believing that adventure is the backbone of of diferent strengths, abilities, and skills. knowledge and experience, and that physical ftness is also key. We helped our students fnd the meta- Outward Bound Malaysia Lumut began phorical signifcance of their experiences with the need to cultivate leaders to on our courses, so they could turn that bring our country into independence knowledge into personal and social value. and prosperity. From the rigid kayak- We also encouraged teamwork as the ing courses of the 1970s to the looser ultimate goal, refecting the need for this structure of the 1990s to the holistic process to be continuous and ongoing. approach of today, our focus has changed very little: we have always stayed close to Hahn’s core educational principles By the 2000s and early 2010s, we had and his beliefs in balance and in values. adopted a more holistic approach to pro- However, today we have evolved into an duce programs that stimulate self-devel- organization that trains leaders as well opment as well as fulfll prescribed course as functional individuals and citizens of objectives, particularly in (corporate) Malaysia. As the Outward Bound motto professional development programs. Te says, we continue “to serve, to strive and course components now are: not to yield.” O Outward Bound International Jounal www.outwardbound.net 7 An Historical Account of the Development of Outdoor Education Centred on Kurt Hahn pre-1944

By Nick Veevers and Pete Allison

ture; a project that develops self-reliance and self-discipline; and a Introduction sense of compassion through service. Tese themes can be traced in Kurt Hahn has had a signifcant infuence on the felds of outdoor many of the organisations mentioned above. For example, the Duke and experiential learning, adventure education, progressive schools of Edinburgh Award is organised around four themes: volunteering, and, not least, badge schemes throughout the world. If he were alive physical ftness, expedition and skill development. today he would be referred to as an experiential educator and part of the progressive schools movement. His vision of education has Hahn strongly believed that the type of education he advocated continued beyond his life in four main organisations, all of which should be available to as many people as possible and this was epitomise his values in their philosophies, objectives and everyday demonstrated throughout his life. From the scholarship scheme practices. Despite the enormous infuence he had during his life and discussed before the opening of Salem School in the 1920s and in- the organisations which have continued there is relatively little pub- troduced at its inception, to the one at Gordonstoun which contin- lished on his philosophy of education despite a great deal of practice ues today, through to the Duke of Edinburgh Award (known outside being undertaken in his name. In this paper we outline his early of the UK as the International Award) and the badge schemes which life, the main infuences on him and the two main themes that run preceded it. Alongside this were his attempts (and successes) to through his philosophy: inclusion and expansion, and “disability” as bring this type of education to a UK-wide audience. opportunity. Hahn was born in Germany in 1886 and early in his life became Te four main legacies that Hahn inspired are Outward Bound, critical of contemporary education. At age 24 he published his frst the Duke of Edinburgh Award Scheme, United World Colleges book, Frau Else’s Promise, and spent the rest of his life involved in and Round Square Schools. Tese organisations involve enormous education in various ways. He was committed to personal growth numbers of young people. Outward Bound operates in over 30 coun- and to education that engaged people. tries and serves approximately 250,000 students each year. Tere are more than 80 Round Square Schools around the globe and 13 Leafng through books from the felds of alternative and non-formal United World Colleges. Te Duke of Edinburgh Award involves over education, outdoor and experiential education, and many more, 275,000 young people in the United Kingdom (UK) annually. He was it is hard to get beyond the frst few pages without fnding at least also infuential in the founding of Schule Schloss Salem (Germany, some mention of Hahn, his life, his work and his philosophy. In 1920), Schule Birklehof (Germany, 1932), Gordonstoun (Scotland, what might be referred to as key texts, Stewart, Skidelsky, Stabler and 1934), Anavryta (Greece, 1949), Louisenlund (Germany, 1949), Rohrs have carried out detailed examinations of Hahn’s education- Battisborough (England, 1955), Rannoch (Scotland, 1959), Box Hill al theories. James and Richards have produced various articles on (England, 1959), Atlantic (Wales, 1962) and Athenian (USA, 1965). Hahn over a number of years. Richards carried out his Doctoral thesis on Hahn in 1981, and is known to have lectured on him for Te concept of the four pillars is key to Hahn’s work. Te pillars are Outward Bound. Day, a former Headmaster of a Round Square physical ftness; an expedition that provides challenge and adven- School, also produced a Masters thesis on Hahn in 1980. 8 Many works contain historical accounts but they do not illustrate the who taught at Gordonstoun School. Once established in the United manifestations of Hahnian values in the organisations he inspired. States, Outward Bound infuenced others: Understanding this historical context sets the scene to understand Hahn’s philosophy of education, rationale and events leading to the Someone once said that Kurt Hahn was the ‘moving spirit’ of development of the four organisations and their expansion. Outward Bound when it began in Britain during World War II. Imported to the United States two decades later, Outward Bound, in turn, became the moving spirit of the experiential education Historical Framework and Infuences movement. Kurt Hahn was the founder and Headmaster of, among others, Salem School in Germany in 1920 and then Gordonstoun School Hahn, through Outward Bound, is considered infuential in the in Scotland in 1934. At both of these fee-paying schools activities wider context of experiential education. Tis infuence is illustrated such as sailing and hill-walking, ofen through expeditions lasting by the Association for Experiential Education, in 1983, inaugurating more than one day, played a prominent role in the education of the the Kurt Hahn Address which has continued since. Tis Address students. At Gordonstoun, Hahn expanded his educational ventures is awarded annually to the person who exemplifes the Kurt Hahn through the use of badge schemes to include young people from the spirit in contributing to the development and advancement of expe- surrounding district who were not students at his school. Hahn’s riential education. badge schemes involved local children partaking in set activities including an expedition, which could be sailing or hill-walking, or- Hahn’s infuence has reached other countries through Outward ganised by Gordonstoun which, on completion, resulted in a badge Bound but also with other organisations and people such as Project Hahn in Australia, and Professor Matti Telemaki in Finland. being awarded. In a UK context, Hahn, alongside the scouting movement and Bra- Hahn tried to expand his badge schemes, frstly across Morayshire in thay Hall, is cited as having had an important infuence on the pro- which Gordonstoun was situated, and then across Britain. Outward vision and philosophy of outdoor education. Various authors believe Bound, a training centre where students could go for four-week that this infuence extends to much of the current practice seen in courses, followed the badge scheme syllabus. It was founded by the UK. None of this is particularly surprising given that Hahn lived Hahn and Lawrence Holt, a ship-owner, at Aberdovey in Wales in most of his life in the UK and is probably best known for starting October 1941. Gordonstoun School and Outward Bound at Aberdovey.

On a number of occasions before 1944, Hahn tried to infuence na- Te name Outward Bound is now an international brand and is tional educational policy to include badge schemes in the education so well known that in many locations the term is now being used of all children. Te badge schemes were brought to the attention of synonymously with outdoor pursuits. Wurdinger and Stefen state the Norwood Committee, set up by the UK government to investi- that “the Outward Bound phenomena also spawned an entire move- gate educational change, and mentioned in its report in 1943. ment of adaptive Outward Bound programs.” Although they were referring to the United States we believe this can be seen around the Outward Bound, although not explicitly stated in the report, was world. also brought to the attention of the committee by at least two asso- ciates of Hahn—Sir Lawrence Holt and Mr A.D. Lindsay, Master Te extent of Hahn’s infuence can also be seen through Te Duke of Balliol College, Chairman of the County Badge Experimental of Edinburgh Award. Te award was frst introduced in 1956 at Committee. Tere were, of course, other infuences on the Norwood the instigation of Hahn but it was a direct descendent of the badge Committee, perhaps most notably Te Scout Association and Bra- schemes operated by him at Gordonstoun. Each participant in Te thay Hall, who both had similar ideas to Hahn’s. Cook has produced Duke of Edinburgh Award Scheme has to complete an expedition to several papers, relating to the history of outdoor education, which obtain the award. Since 1956, four million people have taken part in provide the reader with an account of these other infuences. the award in the UK. On an international scale there are 59 National Award Authorities operating in diferent countries along with 200 Te infuence of Kurt Hahn and Outward Bound extended to the independent operators in over 60 countries. Over 2 million people United States in the 1950s through an American, Joshua Miner, have taken part in the Award outside of the UK. What is perhaps less well known is Hahn’s association with Round Square Schools and United World Colleges. Together these organ- isations have a membership of over 80 schools around the world and they both follow Hahn’s educational philosophy. All Round Square Schools contain outdoor activities in their school curriculum. Twelve United World Colleges teach the International Baccalaureate which contains a Creativity, Action, Service (CAS) section which can include outdoor activities. Te Round Square association’s one prize, named afer Kurt Hahn, is earned by a student at one of their schools for an outstanding act of bravery or service. Inclusion and Expansion Salem was inclusive in its outlook and scholarships were considered an extremely important part of the school. A meeting before the school was even founded stated the intention to have scholarships and by 1924, 75% of the student population were on a full or part Outward Bound International Jounal www.outwardbound.net 9 scholarship. Hahn’s personal support of this is seen when he states an independent company, the Gordonstoun Training Society, was that “he would rather see the school shut down than reduce the set up to further his expansionist educational aims, partly through number of scholarship students drawn from the least elite classes”. the Moray Badge Scheme for all students. Hahn and others used the Jocelin Winthrop-Young, a student of Hahn’s at Salem, believes he related concepts of ftness and pre-service training in the late 1930s was “genuinely” in favour of the scholarship scheme. as a means of promoting his schemes.

At Gordonstoun even before the school was founded there was It is in the contexts of inclusion, expansion, ftness, and pre-service discussion of grading the fees according to the ability of the parents training that the training centres can be seen — Scottish Summer to pay. Te setting up of a scholarship fund was discussed again in Courses (1938 and 1939), Welsh Summer Course (1940), and Out- February 1936. In November 1936, it was stated that there was a ward Bound (1941). In 1942 Hahn, when talking about the County need for a greater number of poorer boys among the boarders and Badge syllabus, stated that “what we should have done in peace time that the majority of students should be picked without regard to the as an act of social justice, we have to perform today as a military ne- fnancial position of their parents. In 1944 it was stated that fees are cessity”. Tis indicates that the scheme was frst introduced as an act graded according to the ability of the parents to pay. When reading of “social justice” and later also included the aim of assisting the war the original literature surrounding Gordonstoun during this period, efort. In the same document Hahn states that he “cannot rest until one is lef with the impression that the frm intention was to provide similar opportunities… are made accessible to an ever-increasing a large number of scholarships but the funds were lacking to provide number of youths”. the desired number. Note that the idea of social justice has undergone signifcant change Tis theme of inclusion is joined by the theme of expansion. At of use and meaning since that time (when Hahn used the term). Tis Salem the school expanded signifcantly in 13 years, from one new idea of social justice is seen in 1936 when Hahn said that through school in 1920 to fve branches on diferent sites in 1932. Flavin also the inclusion of boys from the district of Morayshire, “We shall have reports that Hahn had plans to introduce the Salem system to a day demonstrated that a school of public school type need not be re- school. Alongside this school-based expansion is expansion outside stricted to the well-to-do classes”. Te concept of social justice, ofen the school environment. Hahn was involved in a programme, for with the Cistercian message of giving health to the district (which the Confederation of Old Salemers, whereby they would take part in originated at Salem), is stated by Hahn on a number of occasions. three months of practical social work, four weeks of athletic training Tis concept is supported by other Gordonstoun literature at the (following the conditions of the German Sports Badge), and atten- time. dance on a course such as horseback riding or sail training. Training conditions, including not smoking or drinking, had to be followed Hahn, or other close associates, ofen referred to the training centres during the four weeks of athletics. Hahn hoped that this course as demonstrations, trial camps, or training demonstrations. Tere- would later include ex-pupils of other German independent schools. fore, the intention was to demonstrate Hahn’s view of education, and In many ways this looks like the precursor of the badge schemes, and this was to include all aspects of society. In striving to achieve the possibly Outward Bound as a house was to have been made avail- aim of expansion, through demonstrations, Hahn had appealed to able, as a sort of training centre, for the students. private trusts and government departments for money. Te meeting between Hahn and Holt and the starting of Outward Bound needs to Expansionist (and inclusive) aims were continued at Gordonstoun. be seen in this social justice context. Te starting of Outward Bound In 1936 there were plans for a day school to be attached, presumably involved more than the ofen-stated need to train seamen. for local boys, with graded or nominal fees for the students. Tere were also plans for a seamanship school, open to local boys, and In 1938 Hahn had tried to convince the president of the Board of boarders who would come for six-week courses—the implication Education to include a badge for physical education in the School is that this would be for small boat sailing. Associated with this Certifcate examination. Since the badge schemes were the only were plans for sail training ships, capable of carrying 30–40 boys on schemes involving badges that Hahn was associated with, there is a foreign expeditions, which were similar to German Sailing Schools. strong probability that Hahn tried to get the badge scheme into for- In 1936, there were also plans for a school farm and horsemanship mal state education. Tis highlights that, along with the attempts to school, each having a dormitory house with courses lasting 6–10 infuence the Norwood Committee with the County Badge Scheme, weeks which would be open to all boys. Hahn’s expansive aims need to be seen as an attempt to infuence state education on a national scale. In 1937, the King George’s Field cinder track was built to act as a training centre for the people of the local district with Gordonstoun Te reason for this expansive aim might be seen when Hahn at a students acting as coaches. In 1938 local boys from Morayshire were governors meeting at Gordonstoun talked about the continued involved in the Watchers organisation at Gordonstoun involving a existence of Gordonstoun “for the reform of the national educa- mix of sailing and coastguard work. tion system.” Hahn, referring to 1934, wrote that Gordonstoun had hoped “to be more than a Boarding School” and aimed “at becoming When the Moray Badge was publicised in 1936, it was clearly stated the core of a health-giving movement.” On another occasion Hahn that the intention was to expand. Even the sequence of badge names quoted Geofrey Winthrop-Young by saying, “We are more than a serves to highlight the expansionist and inclusive aims—Gordon- school — we are a movement”. Later Brereton and Geofrey Win- stoun, Moray, County. Perhaps the best indicator of inclusion and throp-Young also used the term “movement” to describe Gordons- expansion is when Hahn joined with Elgin Academy to take the toun, the badge schemes and Outward Bound. scheme to a larger and wider audience. Te schemes would be advo- cated through the twin track approach of training in schools and in Geofrey Winthrop-Young and Hahn had very similar views on training centres. Hahn stated that training centres should be used as education. Winthrop-Young, from before the First World War to a delivery method of the scheme in January 1938. In the same year afer the Second World War, stated that the education system should 10 include the holistic education of students through activities rather that failure; but we should teach them to overcome defeat. “To him than just academic education and the cult of games. Hahn had been that overcometh will I give to eat of the tree of life”…Success in the holistically educating his own students since 1920 and, on a number sphere of one’s weakness is ofen as great a source of satisfaction as of occasions, explicitly argued that state education was based too triumph in the sphere of one’s talents. much on academic learning. Hahn’s personal support of holistic education is indicated by a student of Hahn’s in the 1920s, reporting Tis concept of triumphing over adversity is something Hahn that Hahn felt he “needed real, good experiences and physical work returns to time and time again in all of his educational endeavours. to counteract the efects of all my reading”. Hahn uses phrases such as, “he that overcometh, eats from the Tree of Life”; “your disability is your opportunity”, or “the boy has It therefore appears that this movement, through demonstrations of defeated his defeatism” to describe the concept. “Make the children its educational system and soliciting educational institutions, tried meet with triumph and defeat” was the second law of seven of Salem to change or at the very least infuence the educational system at the in 1930. time, to change it for one that was holistic in nature dealing with the development of the “whole” person. Tis was to be the Salem system 1. Give children the opportunity for self-discovery. that Hahn had used at his schools and which was represented in the 2. Make the children meet with triumph and defeat. County Badge Award with its four elements — project, expedition, 3. Give the children the opportunity of self-efacement in the com- service, and sporting achievement. As Huxley, a member of the mon cause. County Badge Committee, stated, “the County Badge is not an or- 4. Provide periods of silence. ganisation: it is a method.” It was this method that the “movement” 5. Train the imagination. advocated. 6. Make games important but not predominant. 7. Free the sons of the wealthy and powerful from the enervating Your Disability is Your Opportunity sense of privilege. Hahn’s aim was holistic education, which was based on his and Tese seven laws are believed to be a central part of the Salem Prince Max’s experiences in Germany during and afer the First system by authors associated with Hahn at the time. Hogan and World War. Hahn believed that this aim would be achieved through Oldham (1941) who defned the Salem system in the booklet “Te a balanced curriculum, with activities added to academic education County Badge Scheme or the Fourfold Achievement” state that the and that the combination of elements was important for subsequent value of the County Badge was deemed to lie in the combination of learning. As it is likely students would have strengths and weakness- the four elements, as indeed was the combination of the diferent es in diferent areas, then it was important not only to develop these elements in the sporting section. Te impact of Hahn can clearly be weaknesses but also, Hahn believed, to teach them how to overcome seen in this statement: these: In the past a boy has too ofen been allowed to concentrate on the Make children meet with triumph and defeat. Afer you have activity in which he can most likely excel. Tis is to encourage his replenished their tanks of vitality, by discovering and maintaining strength; but he also needs to be helped to overcome his weakness. their strengths, but not before, you should tackle their weaknesses. Te majority of boys will face one or two tests with the feeling that It is possible to wait on a child’s inclinations and gifs and arrange they can never master them. Tey need to be shown how to defeat carefully for an unbroken series of successes. You may make him or their defeatism. her happy that way — I doubt it — but you certainly cripple him for the battle of life. It is our business to plunge the children into Te concept of overcoming your weakness can be seen in the Ger- enterprises in which they are likely to fail, and we may not hush up man Sports Badge which contained diferent sections with certain sporting standards required to get the award. As Hahn wished to see development in all aspects of an individual, diferent elements were added to the German Sports Badge (service, expeditions and project).

Expeditions were added as Hahn believed they required the indi- vidual to carefully plan them and carry them out with endurance. He had found that expeditions provided the antidote to the efects of undue hero worship on the student athlete who was ofen “no friend of wind and weather”. Terefore, expeditions provided a diferent type of test of the athlete and also provide the opportunity for the shy or non-games player to shine, fulflling his aim of holistic education.

Te vicissitudes of an expedition make him discover not only his ‘wants’ but also his unsuspected resources. On the other hand, the sturdy but clumsy games player, ofen humbled in face of the glories of the playing feld, benefts equally by the expedition tests. Unex- pected avenues of distinction open out before him; by his tenacity and care he ofen outshines the brilliant athlete. Tus our clumsy boy tastes that glow of importance which we would like to give to as many as possible. Outward Bound International Jounal www.outwardbound.net 11 Te method of education that Hahn was advocating allowed for the cussed. It appears that the intention of these hostels was the holistic individual to have “discovered his strength and begun to cure some development of the individual but this time through the activity of of his weakness”: horsemanship. Tis notion is reiterated two years later:

Te average boy when frst confronted with these tests will nearly Te sea and the hills are by no means the only possible transmitters.… always fnd some which look forbidding, almost hopelessly out We have in mind Short Term Schools in which the training is built of his reach, others he will fnd easy and appealing to his innate around the Forest, or the Mine, or Horsemanship. Tere is really no strength; but once he has started training he will be gripped by limit to the possible variations. magic — a very simple magic, the magic of the puzzle, for you cannot help going through with a game of patience that has begun Although Hahn is associated with outdoor activities we believe it to “come out” — and he will struggle on against the odds until one is an important and possibly overlooked point that he believed the day he is winning through in spite of some disability. Tere always concept of “overcoming your disability” could be applied to many is some disability; but in the end he will triumph, turning defeat activities. Expeditions provided vital tests but these expeditions into victory, thus overcoming his own defeatism. could be centred on a number of activities. Te important point was that the activities provided the students with the opportunity to Hahn believed that the incentive to complete the scheme and gain overcome their disability. Many authors believe that Hahn developed the badge, at Outward Bound or through the County Badge Scheme, this concept when he was recovering from a serious illness before provided the individual with the motivation to overcome areas of the First World War. weakness. Tereby learning would occur (or be likely to) and “the boy has defeated his defeatism, and now becomes a self-trainer, determined to persevere”. Conclusion Along with the four pillars, these two themes of inclusion and Te expedition test is one part of this method but “is considered expansion and fnding strength through overcoming our disabilities, more important than any other, for any expedition worthy of its are visible in the organisations that Hahn inspired and are at the name contains conditions of adversity”. Hahn stated, on a number heart of his philosophy of education. Exploring these twin themes of occasions, that he regarded the illustrates an understanding which is expedition test as “vital” and where useful to educators in the Hahnian they should be introduced: “Expedi- tradition and in the organisations that he inspired. Our hope is that artic- tions can be a great help in training ulating the views of Kurt Hahn will the ‘power to overcome.’ Tey should allow the above-mentioned people have a place of honour in the timeta- to greater understand his philosophy bles of schools.” of education and continue to provide powerful developmental and engaging Hahn felt that the young had an educational opportunities for people innate urge to test themselves. In around the world. A better under- the context of war, education should standing of how we came to be where contain “risks, supreme tests and a we are is the key to defning where we glamour which will make the ro- should go in the future. mance of war fade”. A phrase that he used ofen was that these should be Many readers will be aware that “conquests without the humiliation of during the First World War Hahn was the conquered”. the private secretary to Prince Max of Baden with whom he subsequently A wide variety of activities were founded Salem school. Hahn was later used so that expeditions could “vary imprisoned by Hitler for asking alum- according to a boy’s tastes. It would ni to either stand with Salem or Hitler. [could] be a sailing, climbing, riding, It seems reasonable to speculate that exploring, bird-watching, or historical these experiences were important in expedition”. Terefore, Hahn consid- informing Hahn’s determination to ered that the concept of overcoming educate for compassion, which is the on expeditions, could be applied to raison d’etre of all of the organisations a number of activities not simply he founded. We believe that this is the activities such as sailing and climb- hallmark of any organisation claiming ing. Similarly, when talking about to use a Hahnian philosophy today. the activities that Outward Bound schools are based around, Hahn states that “endless variations are possible — practical seamanship; Note this article has no references. Readers interested in a copy with bird-watching; a chapter of contemporary history; mountaincraf; references should contact the corresponding author: Pete Allison the handling of forestry tools; pre-mining training; bee-keeping; free ([email protected]) stone-masonry; horsemanship”. Te article draws from the 2011 book: Kurt Hahn: Inspirational, vi- In 1936 Hahn had stated his wish to start a horsemanship school sionary, outdoor and experiential educator by Nick Veevers and Pete with students from outside the school who would board in their own Allison. Published by Sense, Rotterdam. O house. In 1936 a similar scheme but this time for girls was being dis- 12 %QOOWPKV[ and conservation

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By Katie Newsom Pastuszek

“How exciting for Philadelphia that Te Discovery Center project life-changing character building experiences. Te unique and brings the community together with the educational resources of fully collaborative educational center will be built on a natural Outward Bound and Audubon to reopen the East Park Reservoir wonder in the heart of the city’s East Fairmount Park, on the for outdoor learning and conservation. In this beautiful natural shores of a 37-acre lake that has been inaccessible to the public place, young people and adults will discover their potential while for over 45 years and is Philadelphia’s largest deepwater lake. exploring this wonder of nature.”—(former) Philadelphia Mayor Michael A. Nutter, Philadelphia Outward Bound School Founding Today’s vision of Te Discovery Center includes indoor class- Member rooms and exhibition space along with outdoor educational amenities such as trails, a canoe launch, a high ropes challenge Seven years ago, the Philadelphia Outward Bound School, one course, a climbing wall, bird-watching platforms, and a bird of Outward Bound USA’s eleven regional schools, joined forc- banding station. Te state-of-the-art green facility will be jointly es with the National Audubon Society to create Te Discovery owned and operated by the two organizations under a unique Center at Philadelphia’s city-based Fairmount Park’s East Park partnership, known formally as the East Park Leadership and Reservoir. Tese thought-leaders in environmental stewardship Conservation Center (EPLACC). When open, Audubon and and youth leadership development began work in 2009 towards a Outward Bound programs at Te Discovery Center will col- shared vision of a world-class center for nature conservation and lectively serve more than 10,000 children and teens and many

Outward Bound International Jounal www.outwardbound.net 13 older community members each year. Te Discovery Center will *KUVQT[QH6JG&KUEQXGT[%GPVGT enable an intentional bridge between these two renowned and proven educational programs, and will ultimately “create the Audubon Pennsylvania and Philadelphia Outward Bound United States’ frst model of experiential environmental, conser- School stand at pivotal points in the evolution of their education vation and outdoor education that spans the early grades through programs. Both provide well-respected, efective, experiential high school.” education programs for urban and regional youth that immerse them in natural settings, ofen for the frst time, and inspire • Te Philadelphia Outward Bound School and Audubon an understanding of and desire to preserve the natural world. Pennsylvania expect that, through Te Discovery Center: Tere is increasing demand for these environmental education • Hands-on exploration of nature will help students under- programs from the diverse constituents served by both organi- stand essential science concepts and in-depth investigation of pressing issues (such as urban land-use, wildlife adap- zations. tation, bird migration) and spark a stronger connection to nature and lifelong love of learning. Audubon Pennsylvania: Audubon Pennsylvania is the state • Outdoor adventure education programs for older youth will ofce of the National Audubon Society, an organization with lead to more resilient and self-reliant students who graduate more than 100 years of service in conservation and education. from high school, complete college, and become productive, Its priorities include standards-aligned science-based education engaged citizens. for youth and community programs throughout Philadelphia. Today, Audubon works with approximately 2,000 students in All participants will leave the Center as better-informed, seven Philadelphia schools, the majority of whom have very more-committed environmental stewards who understand and little access to nature. Audubon works with elementary and value science, nature, active learning, and themselves. middle school teachers to develop sustained, integral, educa- tional activities that provide students with new, exciting ways Te Discovery Center will be the rare project that preserves pre- to learn, which have been shown to raise their science test cious natural resources, fundamentally changes the lives of youth, scores. Students work with Audubon multiples times through- and introduces a replicable model for experiential, environmen- out the year, each lesson building on previous ones, enhancing tally focused education that will garner attention and respect nationwide, potentially even worldwide. classroom learning, and providing access to resources teachers would not otherwise have. Audubon works with students in the

14 for these challenging and efective educa- tional programs continues to grow steadi- ly, but the small size of the organization’s current physical space has prevented it from keeping pace with the many pro- gram requests it receives. Te Discovery Center will be the fully-equipped physical space that enables Philadelphia Outward Bound School to provide its high caliber programs to many more students, teach- ers, schools, and community groups.

Audubon began to develop its frst business plan focused on repurposing the site in 2006. It was not able to advance its planning, however, without frst identi- fying a project partner who could make its vision possible. Audubon ofcially launched its partnership with Philadel- classroom and leads feld trips, but until now, Audubon has not phia Outward Bound School in 2009 and since that time both had a permanent physical location in Philadelphia that would organizations, together with the region’s most forward-think- enable youth to interact directly with birds, water, or other nat- ing civic leaders and philanthropists, have invested years of ural elements. Te Discovery Center will be Audubon’s anchor planning, fundraising, and generous personal gifs to create for urban conservation, education, and research. this world-class center for nature conservation and leadership development. Philadelphia Outward Bound School: Te Philadelphia Outward Bound School (POBS) was established in 1992 and Over the last seven years, they have established a non-proft is now an independently operated, chartered Outward Bound tax-exempt entity, EPLACC, which approves all agreements and School. POBS engages students and teachers in large and small funding commitments, negotiated a 40-year lease with the City peer groups in challenging experiences that unfold in unfamil- of Philadelphia for 50 acres of land and water, and the organi- iar and ofen remote natural settings. All single and multi-day zations have also worked closely with community members, programs (including backpacking, canoeing, and rock-climbing civic leaders, conservationists, and education professionals to expeditions) encourage students to step outside their comfort ensure a solid program plan with diverse oferings for the local zones, take risks, persevere through challenging situations, and Strawberry Mansion neighborhood and all city and regional ultimately result in the discovery of self-esteem and confdence communities. necessary to succeed in school and life. POBS—celebrating its 25th anniversary in 2017—maintains long-established programs Te Discovery Center is expected to open in early 2018. When in over 40 public, charter, and private schools in the Philadel- fully developed, it will provide extraordinary experiential edu- phia area and serves more than 4,000 students a year, approx- cation for many more years to come. O imately 75% of whom are from low-income families. Demand

Outward Bound International Jounal www.outwardbound.net 15 Kurt Hahn’s Service Ethic: Its Origins and Evolution within the Outward Bound Movement A Discussion of the Philosophy and History of the Role of Service in Outward Bound By James R. Garrett

Introduction In the pages that follow, you will witness a sort of virtual panel discussion. Te names of most of the panelists whose actual words you will “hear” will be familiar to students of Kurt Hahn and of the worldwide history of Outward Bound. As “moderator” of the discus- sion, I will attempt to guide, or choreograph, the panelists as they seek to answer questions such as these:

• What was Kurt Hahn’s mission in life? Why did he have the goal of improving conditions in society? Why was he looking for change? What was he trying to infuence? • What were the post-World War I conditions in Germany which he and Prince Max of Baden sought to change and which motivat- ed them to establish Schule Schloss Salem? How did Salem’s curriculum seek to achieve those goals? • What was the thinking behind the establishment of the Gordonstoun Clif Watchers? • What conditions did Hahn and others want to change which led to the founding of the Outward Bound Sea School at Aberdovey, Wales, in 1941? • On what conditions did Miner, Froelicher, Burnett, et al., want to have an impact, as they worked to bring Outward Bound to the United States • What led to the outreach of Outward Bound to urban environments? • Over the past fve decades, how have United States Outward Bound courses enacted the frst part of the Outward Bound motto: “To Serve”? • What visions do the panelists have of the role that service takes in the future of Outward Bound in the United States? Meet the Panelists

Philip W. Baldwin: Co-author with Gary Templin of “Te Evo- York City in the ’70s and ’80s, Cofn was persuaded in 1961 by Sargent lution and Adaptation of Outward Bound: 1920–1976,” (May 12, 1976), Shriver, founding director of the Peace Corps, to be the director of the Peace in Kurt Hahn and the Development of Outward Bound: A Compilation of Corps’ training center in Arecibo, Puerto Rico, the beachhead of Outward Essays. Denver, Colorado Outward Bound School 1976. Bound in the Western Hemisphere. Cofn and Josh Miner had a life-long friendship, and Cofn’s philosophy and character had a major infuence on Gilbert Burnett: Born in Kentucky, Burnett graduated from Miner’s eforts to expand Outward Bound’s outreach to urban populations. Princeton University in 1943 and served in the Army’s Ofce of Strategic Rev. Cofn presided at the memorial service to Josh Miner at the Andover Services (OSS; the predecessor of the CIA) during World War II. Afer the School chapel in January, 2003. war, he taught at the Punahou School, Honolulu, and St. George’s School, Newport, RI, before joining Josh Miner on the faculty of Phillips Acade- Lester Davies (d. 2003): Squadron Leader Davies (Royal Air my, Andover, MA. Along with Miner and Chuck Froelicher, Burnett was a Force) served as Warden [Director] of the English Outward Bound Lake driving force in the efort to bring Outward Bound to the United States. District Centre at Ullswater, in Cumbria, and later as Warden of the Malaysian OB Centre in Sabah. “During his successful 23-year spell at Ullswater, he was William Sloane Cofn (d. 2006): Te legendary Chaplain appointed MBE for services to the Outward Bound movement and to the of Yale University in the 1960s and pastor of the Riverside Church in New volunteer mountain rescue service the school provided and developed.” 16 John H. Day: A faculty member of Gordonstoun School in the Joshua L. Miner (1920-2002): Josh is the person most 1970s, Day conducted extensive research, including many interviews, credited with bringing OB to the United States. In 1950, at the urging about Hahn and his contributions to education in preparation for his of his father-in-law, Jack Stevens, he traveled to Scotland to meet Kurt thesis, “Te Basic Conception of Education of Kurt Hahn and Its Trans- Hahn and see what the Gordonstoun School program looked like. He lation into Practice,” which Day completed in 1980 while on the faculty went back to Gordonstoun the following year to join the School’s faculty. of education of the University of Queensland. Upon his return to the States, Miner introduced many of Hahn’s ideas into the curriculum at Phillips Academy, Andover, Massachusetts. In Mike Fischesser: Mike’s frst OB experience was as an NCOBS student 1960, Gil Burnett joined Miner at Andover, and they soon contacted in 1971. He went on to become an NCOBS instructor and Program Director, Chuck Froelicher to begin the planning for the establishment of the frst and then joined the staf of OBUSA. Mike lef his employment with Outward Outward Bound School in the US in the Rocky Mountains of Colorado. Bound in 1989 when he developed and began to market the Alpine Tower. For many years thereafer, Miner served as the admissions director at He later combined OB with the Boy Scouts to create the Scouting Outward Andover while also leading OB in the States as president of OBUSA. program and went on to be the director of the American Service Corps. Rafe Parker: Born in England and a graduate of Sandhurst, the Martin Flavin: As a 13-year-old American student at Schule Royal Military Academy, Rafe’s frst job with Outward Bound was at the Schloss Salem, the coeducational boarding school near Lake Constance original OB center, the Aberdovey Sea School, in Wales. Before he came in Baden, Germany, which Kurt Hahn founded under the patronage to the US in 1968 to be a HIOBS instructor, he had served OB Schools in of Prince Max of Baden in 1920, Flavin kept an extensive diary of his Kenya, Zambia, Zimbabwe, Lesotho, and South Africa. Afer directing schoolboy experiences. Tis diary, along with his broad and deep re- the Southwest OB School in New Mexico from 1978 to 1982, he served search into Hahn’s life and thought, forms the basis for Flavin’s biogra- as president of the Sea Education Association (Woods Hole, MA) from phy of Hahn: Kurt Hahn’s Schools and Legacy: To Discover that You Can 1982-2002. He has serrved as a member of the HIOBS Board of Trustees Be More and Do More Tan You Believed. and on OBUSA committees.

F. Charles Froelicher (d. 2014): Along with Miner and Gil Prince Max of Baden (1867-1929): Baden was the last Burnett, Chuck was a driving force in the efort to bring Outward Bound Imperial Chancellor of Germany at the end of World War I. Hahn was to the USA. Froelicher was the Headmaster of Colorado Academy in the Prince’s private secretary and helped the Prince write his memoirs. the 1960s. He served the Colorado Outward Bound School as a board “Te prince was a scholarly, humane man who in a speech in 1917 dared member and advisor for many years. to say, ‘To love your enemy is the sign of those who remain loyal to the Lord even in time of war.’ Te two men shared an enthusiasm for Plato’s Kurt Hahn (1886-1974): German-born educator Hahn, who educational ideas, and in 1920 Prince Max founded a coeducational established the Schule Schloss Salem in Germany in the early 1920s, was boarding school with Hahn as headmaster. Tis was Salem (shalom, evacuated, thanks to infuential English friends, to Britain in 1933 afer salaam, peace) Schule….” publicly protesting Hitler. Hahn went on to be the principal founder of the Gordonstoun School in Scotland, and of Outward Bound, the Duke Prince Philip, the Duke of Edinburgh: Husband of Queen of Edinburgh Scheme, and the United World Colleges. Elizabeth II of Great Britain. Philip, of Greek ancestry, was a student of Hahn’s at Schule Schloss Salem and a life-long supporter of Hahn and Tomas James: Formerly Dean of the School of Education at the his educational institutions. Prince Philip served as the Royal Patron of University of North Carolina at Chapel Hill, Tom was named provost of the Outward Bound Trust for many years, turning over the reins to his Teachers College, Columbia University, in 2007. Born in Wisconsin, and son Prince Andrew in 1999. with degrees from Harvard and Stanford, Tom has had a long associa- tion with Outward Bound. In 1978, he took a Utah Canyonlands course Hermann Röhrs: Author of “Te Educational Tought of Kurt and in 1980 his book, Education at the Edge: Te Colorado Outward Hahn,” in Kurt Hahn, edited by H. Röhrs and H. Tunstall-Behrens. Bound School, a detailed history of the frst two decades of COBS, was London, 1970. published. He has served as a trustee of both NCOBS and Expeditionary Learning. Robert Skidelsky: Skidelsky “…was born in 1939 in Harbin, Man- churia, of Russian-born parents who were naturalized British citizens. Donn Kesselheim: Montana-born and raised, he earned his PhD He went to school at Brighton College, then won an open scholarship in in education from Harvard, and has served as teacher and administra- history to Jesus College, Oxford, from which he graduated in 1961. Afer tor in a variety of school and college settings in California, Colorado, postgraduate work he was made a research fellow of Nufeld College, Turkey, Massachusetts, and Illinois. His frst OB course was with the Oxford, and in 1968 he became a research fellow of the British Acade- Dartmouth Outward Bound Center in 1971. He has been an advisor to my.” HIOBS and COBS and a member of the OBUSA Board. Gary A. Templin: “… director of the Colorado School (COBS) Ian Lawson: Lawson was at Gordonstoun in the 1950s, and served for from 1974 to 1980.… Gary was one of the seminal builders of the United many years as a director of Outward Bound International. States. Outward Bound…. To this day, Gary continues to provide vital leadership to Outward Bound as a trustee and chairman of the Pacifc Robert S. MacArthur: MacArthur, Dartmouth Class of 1964 Crest Outward Bound School’s safety committee.” and graduate of the Berkeley Divinity School at Yale, took his frst OB course, a teachers’ practicum, at COBS in 1970. In 1972, he became the director of the Dartmouth Outward Bound Center. Outward Bound International Jounal www.outwardbound.net 17 Meet Some Mission Statements Tird International OB Conference, Cooperstown, NY, 1988: We must: seek to inspire self-respect, care for others, responsibility to the community and sensitivity to the world environment; proclaim our belief in the value of compassion through active help for human beings; promote greater understanding between people, especially the young, of diferent races and cultures; work together on an international basis to remove the barriers which separate the people of the world.

Outward Bound International, 2000: To help people discover and develop their potential to care for themselves, others, and the world around them through challenging experiences in unfamiliar settings. Self Discovery through Adventure. Core Values: Courage, Trust, Integrity, Compassion, Cooperation

Outward Bound USA, 2004: Outward Bound is a nonproft educational organization whose mission is to conduct safe, adventure-based courses structured to encourage growth and discovery, and to inspire confdence, self-reliance, concern for others, and care for the environment. Core Values: Adventure and Challenge, Learning by Doing, Character Development, Compassion and Service Social and Environmental Responsibility

Outward Bound International, 2016: Our mission is to help people discover and develop their potential to care for themselves, others, and the world around them through challenging experiences in unfamiliar settings.

Outward Bound Motto, 1941: To serve, to strive, and not to yield

The Discussion Let us now begin. As moderator, I propose to set the tone for our discussion of the place that service takes in the philosophy and history of Outward Bound by sharing the following familiar story.

Te Parable of the Good Samaritan

Tere was once a man who was going down from Jerusalem to Jericho when robbers attacked him, stripped him, and beat him up, leaving him half-dead. It so happened that a priest was going down that road; but when he saw the man, he walked on by on the other side. In the same way a Levite [an administrator and teacher at the Temple] also came there, went over and looked at the man, and then walked on by on the other side. But a Samaritan who was traveling that way came upon the man, and when he saw him, his heart was flled with pity. He went over to him, poured oil and wine on his wounds and bandaged them; then he put the man on his own animal and took him to an inn, where he took care of him. Te next day he took out two silver coins and gave them to the innkeeper. “Take care of him,” he told the innkeeper, “and when I come back this way, I will pay you whatever else you spend on him.”

And Jesus concluded, “In your opinion, which one of these three acted like a neighbor toward the man attacked by the robbers?” “Te man who gave him practical sympathy,” he replied. Jesus replied, “You go, then, and do the same.”

Why was this story—in which two people of high social Samaritan to be read to the school. In the years to come I was status failed to help while a member of a despised “foreign” to witness the growing power of his ultimate conviction—that ethnic group, an outsider, “taught what it means to be a through help to those ‘in danger and in need’ youth can strike civilized human being”—Kurt Hahn’s favorite, the story he the deepest chords in the human spirit. It would become a invariably selected for reading at the end-of-term ceremonies creed: ‘He who drills and labors, accepts hardship, boredom, at Gordonstoun School? and dangers, all for the sake of helping his brother in peril and distress, discovers God’s purpose in his inner life.’” Josh Miner: “…Te very heart of [Hahn’s] personal philosophy… was his Ian Lawson: profound commitment to the Samaritan ethic. He had one Te story is only “some 130 words long, yet in that parable, hero above all: the compassionate traveler on the road to he saw three great Samaritan virtues—Compassion, Efcien- Jericho. Again and again he called for the Parable of the Good cy, and Toroughness. Tey were the guidelines that gave a 18 sense of purpose and an ideal to strive for. Fify years on, his active help wherever it was needed. Te Cistercians, Max [Hahn’s] words still resonate as powerfully as ever—a spiri- told him, ‘were the road-builders, the farmers, the foresters, tual legacy—which continues to inspire and to encourage as the doctors, the consolers and the teachers of this district.’ In powerfully as ever.” Salem, then, we have the development of the ‘ideal of service’ which was later to become the grandest of Hahn’s grandes What were some of the infuences in Hahn’s early life with passions.” his family that led him to so strong an admiration for the Samaritan helper? So Jewish and Christian beliefs and practices, the ways of the Torah and of the Cistercians, came together and were encap- Robert Skidelsky and John Day: sulated, for Hahn, in the story of the compassionate traveler “Kurt Matthias Robert Martin Hahn was born in Berlin, on the road to Jericho. But, why did Hahn and Prince Max Germany, on June 5th, 1886, the second son of Oskar and want to establish their new school in the frst place? Charlotte Landau Hahn, well-educated and afuent members of Berlin’s cultured Jewish community. Amongst his ances- Tomas James: tors on Kurt Hahn’s father’s side, there were teachers and Afer World War I, “when Prince Max returned to spend his industrialists, and on his mother’s side, one ancestor was an last years at the ancestral castle of his family at Schloss Salem, infuential Chief Rabbi of Prague. Troughout his youth, the by Lake Constance, he took Kurt Hahn with him and they household provided an active and stimulating environment, discussed projects to renew the ethical traditions of German infuenced by strong Jewish traditions, as well as by frequent social life, traditions they believed were threatened not only visitors with social, political, and academic credentials.” “Te by extremism on the right and lef, but by incomprehension, teachings of the Torah, and also the values brought from moral failings, and lack of will in the middle. In 1920 with Prussia by his mother’s family, counseled that one has an Prince Max as benefactor, Hahn opened Salem School in part obligation to love and help one’s neighbor, and that ‘it was of the castle. thought to be an honour to be asked to help.’” “Salem represented an attempt to create a healthy environ- So we can understand how Hahn, thanks to his upbringing, ment in which young people could learn habits that would developed his abiding interests in international relations, in protect them against what Hahn saw as the deteriorating val- the life of the mind as well as the body, and in the spirit of ues of modern life. He identifed the worst declines as those in tikun olam (“repair of this world”), the doctrine urging Jews, ftness, skill and care, self-discipline, initiative and enterprise, individually and collectively, to work to make the world a memory and imagination, and compassion.” better place.

Donn Kesselheim: But how did Hahn jump from his strong Jewish infuences to adopting the Good Samaritan as his hero, considering that “Years later, in Britain during World War II, the County Badge not only was the parable narrated by Jesus, but also that Experimental Committee picked up on that theme, stating Samaritans were despised by the Jews of that era. In addi- (in Hahn’s words) that the Training Plan ‘… was specifcally tion to the similarity to “the fundamental commandment of designed to counteract: the Torah…‘Love thy neighbor as thyself,’” how else can this be explained? • Te decline of initiative associated with “spectatoritis”; • Te decline of ftness as a result of modern means of Prince Max: locomotion; At our school, Schule Schloss Salem, I urged Hahn to incor- • Te decline of skill and care brought about by weak- porate “egalitarian aims into the design of the school; while ening the traditions of crafsmanship; Salem naturally attracted the children of the wealthy, it also • Te decline of concern about one’s neighbor as a made space for, and actively sought, less privileged students. result of the unseemly haste with which daily life is Emulating the Cistercian monks who had inhabited the castle conducted. for many centuries, the students and teachers at Salem School helped the surrounding communities through various forms In later years, Hahn added a ffh area of concern: Te decline of service, including a fre brigade.” in self-discipline due to the ever-present availability of tran- quilizers and stimulants.’” Robert Skidelsky: “…Hahn was greatly infuenced by the ideals of the Cistercian In the Seven Laws of Salem we can see how Hahn sought to monks who had lived at Salem up to 1804. Tey believed in reverse these declines. Te Tird Law especially targets the serving the community, not just spiritually, but by ofering “decline of concern about one’s neighbor”: Outward Bound International Jounal www.outwardbound.net 19 “Give the children the opportunity of self-efacement in the Although that well-known statement was made by Dr. Hahn common cause. Even the youngsters ought to undertake tasks during a celebration of his 80th birthday in 1966, it has a time- which are of defnite importance for the community. Tell less quality, and, could well have been his same analysis years them from the start: ‘You are a crew, not passengers.’ Let the before when he observed the condition of many British youth in responsible boys and girls shoulder duties big enough, when the 1930s. negligently performed, to wreck the state.” Donn Kesselheim: When Hahn was exiled from Nazi-ruled Germany in July of Agreed. “Te fact that the German intellectual community 1933, thirteen years afer the school at Schloss Salem opened, failed to stand up to Nazism made a lasting impression upon he was greatly depressed, having been forced to abandon all Hahn. Tereafer, he was profoundly convinced that brilliance that he had worked for. How was he able to move on to the of mind amounts to little if it is not matched by moral cour- next phase of his life? age—as evidenced by a commitment to action.”

Robert Skidelsky: Josh Miner: Yes, and further: “Was it not Gordonstoun’s mission to fulfll “When he was asked to found a new school along Salem Prince Max’s ideal of ‘Cistercian service’ by spreading the lines, he lacked the will.…Ten he returned to Moray, [in] good news abroad, placing the possibility of ‘preventive cure’ the north of Scotland…[where] he inspected the empty castle within the reach of every boy, thus setting an example of at Gordonstoun, badly in need of repair, as a possible site for active citizenship?” a school. Its vistas seized his spirit, and he knew again the truth that he would summon so ofen in guiding others: ‘Your “… he wanted to fre individuals to action, rather than in- disability is your opportunity.’” fuence slowly the climate of opinion through books. …Te important thing was to be doing something, rather than just Martin Flavin: talking about it. Underlying…this craving for activity was Hahn “… ofen quoted a maxim from [the Greek poet] Pin- Hahn’s doctrine that a man is what he does. Tis belief lay at dar: ‘Grow into what you are.’ What Hahn understood by this the basis of his educational thinking. …Hahn’s chief educa- exhortation…is indicated by the more explicit motto chosen tional aim was to produce citizens rather than thinkers, men later for Gordonstoun…: Plus est en vous (you have more in of action rather than scholars.” you than you think).”

In addition to his own need to resume a productive life, especially a life in service to humanity, what needs did Hahn discern in Britain that he believed he could address in this new boarding school in Scotland?

Kurt Hahn: “I regard it as the foremost task of educa- tion to insure the survival of these qualities: • an enterprising curiosity, • an undefeatable spirit, • tenacity in pursuit, • readiness for sensible self-denial, • and above all, compassion.”

20 Kurt Hahn: You have written, Martin Flavin, that Hahn’s enthusiasm for “Before Gordonstoun was opened, I had the leisure to refect “the transforming potentiality of rescue services” led him to on the course of Salem’s evolution; it became clear to me want to start the coast watch station. Who can tell us more where we had been on the right track and where we had gone about Hahn’s thoughts on this means of service to the com- astray. Of one thing I was certain: we had not made enough munity beyond the school? efort to emulate the Cistercian model; true, we had indeed seized some dramatic opportunities to show ourselves helpful Ian Lawson: to the neighbourhood, but there was lacking the epic con- “Hahn felt strongly that you could not impose ideas or values stancy of daily service such as the Cistercians had practiced on young people; they might be persuaded, but the way to and preached.” total support was to make them feel wanted. Tat is why there was never any shortage of volunteers for the Rescue Services So, what do we know about how Hahn and his faculty at — Fire, Coast Guard, and Mountain Rescue. It was in Rescue Gordonstoun tried to achieve “the epic constancy of daily that he hoped they would fnd the moral equivalent of war.” service”? Could we take a closer look at that expression, “the moral Robert Skidelsky: equivalent of war”? Te philosopher William James is credit- “Te discovery of suitable service came by chance. Salem had ed with originating the concept. What did Hahn understand been inspired by the Cistercian ideal. Now Hahn came to hear of it to describe? an eighth-century monk called Gernadius who on stormy nights used to walk along the coast opposite Gordonstoun waving a Josh Miner: lantern to warn fshermen of rocks and shoals. Initial attempts to “No other human being, perhaps, responded as avidly as get the boys to emulate the eforts of this worthy man foundered. Hahn to William James’s call to seek ‘the moral equivalent of ‘Tey suspected me,’ Hahn wrote, ‘of trying to improve their war.’ …Te answer, Hahn was convinced, lay in ‘the passion souls.’ But it was diferent when two leading Captains of H.M. Coastguards visited the school. ‘You are needed,’ they said. If the of rescue.’ His moral equivalent of war was ‘to enthrall and boys would build a coastguard hut themselves, the coastguards hold the young through active and willing Samaritan service, would install a telephone and provide life-saving equipment. Te demanding care and skill, courage and endurance, discipline response was apparently enthusiastic and thus the Gordonstoun and initiative.’” Watchers were born, sitting in their watchtower ‘looking into the darkness in patient readiness lest a stranded vessel should burn Kurt Hahn: an inefcient fare’. Later, fre service and mountain rescue were “My second accusation against our system of education is this: added, and each boy was required to join one of the three, and it fails to introduce activities into a boy’s life … to make him undergo the requisite training.” discover his powers as a man of action.

“At the beginning of this war [World War II] we experienced a activities which help to develop the boy’s character. Te roof remarkable change in the young. Every ounce of their human must be held alof by four pillars.’ strength was claimed; the light of enterprise and daring was lit in their faces, and some of these young soldiers confessed to me that “‘And what are they?’ I asked.’ they felt a great release from their former existence, ‘which hardly could be called a life.’ “‘Te four pillars of my philosophy… are as follows,’ and he counted them on his fngers: “I refuse to arrange a world war in every generation to rescue ‘1) physical ftness 2) self-reliance the young from a depressing peace. Let us rather plan their life at 3) rescue school so that they can discover and test their hidden powers. Edu- 4) project work.’” cation has no nobler task… [than] to provide ‘the moral equivalent of war’….” So, once again, rescue is included by Hahn as a central element. Let’s investigate further his thinking about provid- “He who demands much from the young commands their willing ing Samaritan service through rescue. We have ofen heard service.” Hahn’s statement: “It is the sin of the soul to force young peo- ple into opinions — indoctrination is of the devil — but it is One compelling example of the power of this idea of a “moral culpable neglect not to impel young people into experiences.” equivalent” is cited by Gilbert Burnett, who had served in the When we realize that the verb impel means “to urge or drive Ofce of Strategic Services (the OSS) for the US war efort forward… as if by the exertion of strong moral pressure,” we during World War II, and had then transferred to the Central can better appreciate what Hahn intended when he talked Intelligence Agency where he worked as an international about how “to win the young”: “dirty tricks” agent but had fnally tired of being a “root- less kamikaze.” He vividly remembered his 1960 meeting at Kurt Hahn: Brown’s Hotel in London with Hahn: “Tere are three ways of trying to win the young. Tere is persuasion, there is compulsion, and there is attraction. You Gil Burnett: can preach at them, that is a hook without a worm; you can “Te philosophy that he gave me at that particular time in say, ‘you must volunteer,’ and that is of the devil; and you my own life was what I was looking for. He understood about can tell them, ‘you are needed.’ Tat appeal hardly ever fails. I am quite certain that the young of today respond better to the work I had been doing and the question that I was facing, the service which is demanded from them in the interest of of how to shif from being a destructive representative of the others than to the service which is ofered them for their overt postwar period. How, instead of blowing up bridges, do you beneft and improvement.” build a bridge in order to efect a rescue? Tat was an idea that had never before occurred to me.” Being truly needed to serve in the interest of others gives a person a deep sense of empowerment, of contributing mean- Not long afer the establishment of Gordonstoun, Hahn ingfully to his or her community. Why did Hahn’s concept of determined that the same sorts of educational advantages service evolve to place the greatest emphasis on rescue, over that were ofered to the Gordonstoun students should also and above other forms of service? be made available to the youth of the county. He creat- ed the Moray Badge scheme, which later evolved into the Martin Flavin: nationwide County Badge program. “Te four key elements “As he became involved in projects that led to the Outward to achieving the County Badge have been embraced by Bound movement he became deeply impressed by rescue Outward Bond and are referred to as the ‘Four Pillars.’” work. Its transforming efect on the rescuer captured his What are the “Four Pillars,” and how did Hahn describe the imagination, and he came to think it could yield more dra- metaphor? matic changes in the young than community service.”

Lester Davies: Gary Templin and Phillip Baldwin: In a conversation with Hahn in the 1960s, “… I asked him “Hahn never advocated adventure as an end in itself, but rath- for frm guidelines upon which to structure our programs for er as a training vehicle through which youth would mature. It Outward Bound in the years ahead. was vital for adventure to be tied together with the concept of reserve [i.e., ‘sensible self-denial’] and service to the commu- “‘Imagine a Roman Temple,’ Hahn said. ‘Te roof is the nity. Trough unselfsh action and dramatic rescue situations training program. It does not matter whether the mountains, youth would also learn compassion, an element Hahn thought the sea, or any other topographical medium is used for the was missing in post-war Britain.” 22 Once people in the United States became aware of Kurt Is it, then, this “spirit of compassion and tolerance,” this Hahn and his Outward Bound program, Jack Stevens, Josh “ethical personality,” this “highest dynamic of the human Miner, Chuck Froelicher, Gil Burnett, and others worked to soul,” which should be a major goal for Outward Bound establish an ofcial Outward Bound School on this side of today as the movement seeks to carry out the mission set by the Atlantic. What, particularly, did they see in the character its Founder, even though his philosophy and his methodolo- of the American youth culture—and what did they think gy were codifed some 75 years ago? And, if the proponents young Americans needed to discover about themselves— of Outward Bound believe that there still is great merit in which they thought Outward Bound might beneft? Hahn’s ideas and utility in his practices, how can we best live into that conviction? Chuck Froelicher: “Without self-discovery, a person may still have self-con- Mike Fischesser: fdence, but it is a self-confdence built on ignorance and it melts in the face of heavy burdens. Self-discovery is the “By using rescue training as a service theme, adventure edu- end product of a great challenge mastered, when the mind cators can create the opportunity to have a greater impact on commands the body to do the seemingly impossible, when students by using dramatic, realistic, high adventure compo- strength and courage are summoned to extraordinary limits nents which also help to accomplish most of the other course for the sake of something outside the self — a principle, an goals and objectives. onerous task, another human life. Tis kind of self-discovery is the efective antidote for the indiference and insensitivity “Te individual and group pride, morale, and esprit de corps we have bred into modern youth.” provides [sic] the students with a sense of power from know- ing that they can make a diference if someone needs them. In the latter half of the twentieth century, though, and into Tis empowerment is one of the main magical ingredients of the twenty-frst, the ideas of “self-discovery” and “self-actual- an Outward Bound or similar experience. If students know ization,” seem to have become almost ends in themselves. In that they can take care of themselves and others it gives them our rush to “just do it” and to “push the envelope,” we may an intense kind of personal confdence.” be seeking new experiences mainly for the ego-satisfaction of each additional accomplishment. Should Outward Bound Josh Miner: follow that trail? “‘In an Outward Bound program,’ Willauer declared, ‘the place Prince Philip: of honor must be held by the Rescue Services.’ He cited the “Self-confdence and self-discovery are not enough by them- heart of Kurt Hahn’s programmatic thinking [emphasis add- selves as a preparation for a responsible position in adult ed]: ‘Te experience of helping a fellow man in danger, or even society. Tey need to be tempered with a spirit of compassion of training in a realistic way to give this help, tends to change and tolerance, a sense of humanity and concern for others. the balance of power in a youth’s inner life with the result that Tat is why all Outward Bound courses lay great emphasis on compassion can become the master motive.’” the principle of service to others.” Tere may now be constraints facing Outward Bound program Hermann Röhrs: managers and instructors which steer them away from including “Only in the framework of selfess enterprise do adventure service projects and rescue training in courses. Certainly, there and daring acquire the educative signifcance and go to the are time constraints: “If we have to wedge a day of service into the forming of an ethical personality.” curriculum, what gets sacrifced?” And, for mobile, back-country courses, the chance of encountering other humans “in danger and Josh Miner: in need” is remote. Does this mean that our only dependable type “On Hahn’s visit [to the National Urban League headquarters of service project, beyond the daily taking care of the needs of one in Harlem] during his fnal trip to the US, a boy who had recently returned from a course at Hurricane Island told him, another in the crew, will be trail maintenance? ‘It gives you a feeling of great power if you breathe life into a dead person.’ Tis was one more afrmation of the message Bob MacArthur: he was carrying on his cross-country safari: ‘Te passion of “Te life saving drama of rescue lies at the heart of Kurt rescue releases the highest dynamic of the human soul.’” Hahn’s philosophy of service, and preparation for that moment of need has been central to Outward Bond training since the program began.

Outward Bound International Jounal www.outwardbound.net 23 “Today, however, the opportunities for rescue are remote. Te proliferation of para-professional rescue units and the length, location, and structure of the Outward Bound course itself have meant that Outward Bound groups may not be called upon or may not be available when emergencies do arrive. As a result, the centrality of service in Outward Bound has retreated with the lack of compelling applications.”

Given today’s realities, then, should we consider other ap- proaches to rendering service where there is a need?

Bill Cofn: “In the early 1960s I asked this of Hahn: ‘Knowing that Outward Bound tried to link compassion with adventure by training people for rescue opportunities primarily on the sea and in the mountains, I wanted to know if he felt this kind of experience could readily be translated, say, into the slums; could it be relived in the humdrum of everyday life?’ ‘Aren’t you afraid of the lure of the dramatic,’ I asked. ‘Not at all,’ he answered. ‘We can make the glamour of war fade only by introducing drama into the life of the nation at peace. Te young hunger for adventure. Tey long to be tested, to prove their reserves.’”

Cofn’s question about translating the experience “into the slums” connects us to the long-term commitment of Outward Bound in the USA to the urban context. How and why did that begin?

Josh Miner: “We… felt that the idea of service so central to our philos- ophy might be especially meaningful in the cities. Service begins in Outward Bound with the care of the other members of the small, interdependent community in which the course is experienced. On wilderness courses, it may end there, for want of apparent opportunities to come to the aid of others outside the group. But it’s a diferent story in the cities, where service to those in need can be the central and most compel- ling lesson, and where there are plenty of opportunities to help others.”

Bob MacArthur: “… Cofn’s question to Hahn about the applicability of dra- matic service to settings other than the mountains or the sea, leads us to explore a less visible form of service…, but one which is, nonetheless, important to a renewal of service in Outward Bound. In a lecture [in 1965, Hahn stated]:

I have mentioned voluntary bodies trained for dra- matic rescue. We should take equally seriously those epic labors of love which are undertaken by young people; helping old people, the spastics, the blind, the deaf, helping in hospitals, helping to preserve the treasures of nature.

“We shall use the phrase ‘epic service’ to refer to those labors in which the need is not as acute, the adventure less physical, and the action less dramatic than rescue service.”

24 We might say, for the sake of simple classifcation, that through participation in such an operation can result in great- “dramatic service” is that which is rendered “to those in er self-discipline, self-confdence, self-discovery and self-re- danger,” while “epic service” is given “to those in need.” Look- spect. Having been required to extend oneself on such a drill, ing through the pages of “To Serve: 1996 Service Report,” an individual becomes more aware of his own potential and circulated by Outward Bound USA’s headquarters ofce, his latent concern for others. Te student learns responsibil- and through years of national Course Catalogs, one can ity and perseverance on such an exercise, and he develops in discover numerous examples of “epic service,” in addition to himself a sense of humility. Te reasons for being fexible and several more dramatic eforts, that were performed by stu- adaptable, the ability to make decisions, the need for physical dents and staf of the OB Schools. Further, many Outward conditioning—all now begin to make sense. Te student now Bound Professional courses use as their focusing activity a begins to realize not only how but also why he should learn to training-for-rescue model. Clearly, the principle of service cope with himself and with adversity.” continues to be put into practice in the US Outward Bound Schools. Tose sentiments go to the core of what drove Josh Miner, and Kurt Hahn before him, to work tirelessly “to change the But I would like to lead the discussion back to what Hahn balance of power in a youth’s inner life with the result that believed to be true of the dramatic form of service: rescue. compassion can become the master motive.” In his closing Let’s listen to Tomas James’s account of Josh Miner’s reac- address to the 1965 Outward Bound Conference in Har- tion to the decline in commitment to service projects in the rogate, England, Hahn asked the audience to consider the early years of the Colorado school: ideals they espoused:

Tomas James: Kurt Hahn: “Miner… suggested [to the Board of Trustees] that rescue “I believe that the challenge of Samaritan Service, if proper- training was the main thing that kept the school from de- ly presented, rarely fails to capture young people, body and generating into either a summer camp or a survival type of soul, not only in the Western World. I hear encouraging news school. about the young behind the Iron Curtain—many of them look westward, with distrust but also with hope. Tey ask a “Miner, Kemper, Froelicher, Holden and others were worried question which makes us blush: ‘Are you in earnest about the that without service as a major part of the program, Out- ideals you profess?’ Who shall give an answer? Young men ward Bound would degenerate into toughness for the sake of and women who render hard and willing service to their toughness. fellow men in danger and in need.”

“Miner even went so far as to suggest, in the tradition of What ideals do we profess? When we say or write the Out- Hahn, that search and rescue was the primary mission of ward Bound motto, when we talk with our students about Outward Bound, and he deplored its omission from school the motto’s meaning, and about Outward Bound’s Core courses afer the frst few seasons. He argued that climb- Values, are we in earnest? Do we demonstrate those values ing simply for the sake of climbing missed the point in an in deed, not just in word? Outward Bound program. He saw service as the unifying force of this unique form of education. Once the school has It is my hope that this “panel discussion” will have encour- frmly established the idea of service through rescue, the aged us all, both individually and institutionally, to live mastery of specifc skills begins to make sense. And then, up to, and into, our foundational beliefs and principles. By too, other qualities of Outward Bound seem to fall into place doing so, we will both honor our heritage and demonstrate more readily. Adventure and challenge become implicit even on a dry-run rescue exercise. Te sense of accomplishment our uniqueness.

To Make a Difference Te Starfsh Story

As the old man walked the beach at dawn, he noticed a young man ahead of him picking up starfsh and finging them into the sea. Finally, catching up to the youth, he asked him why he was doing this. Te answer was that the stranded starfsh would die in the morning sun.“But the beach goes on for miles and there are millions of starfsh,” countered the other. “How can your efort make any diference?” Te young man looked at the starfsh in his hand and then threw him safely into the waves.“It makes a diference to this one,” he said.

—adapted from Loren Eiseley, “Te Star Trower,” 1969.

Readers interested in a copy of this story with references should contact the author or Outward Bound International. O

Outward Bound International Jounal www.outwardbound.net 25 Outward Bound Singapore in the 1960s: Prime Minister Lee Hsien Loong recalls his Outward Bound course

Singapore Prime Minister Lee Hsien Loong attended Out- annually with just fve instructors. Over time, its capacity ward Bound Singapore (OBS) while he was a school student. has grown, and its facilities upgraded. Today, the OBS trains He shares his experience then, and his vision for OBS in the 23,000 participants annually, in a modern, purpose-built future. adventure centre. Te OBS has expanded its programmes to cater to changing needs and expectations. It has provided opportuni- “I attended OBS in 1967, when it was still run by British Army ties for young Singaporeans to experience the Outward Bound in ofcers, just before the People’s Association took it over. Te Singapore and other countries. It has also pioneered best prac- course was 17 days long. Te participants were Secondary 4 stu- tices in adventure learning, which have been adopted by many dents from many schools, both boys and girls. schools and training institutions, both locally and in the region. Te facilities were basic, but we learnt to fend for ourselves, to From a small outft 40 years ago, OBS has become one of the best rough it out in the feld, and to take care of one another. It was Outward Bound centres in the world, recognized for its innova- physically rigorous. We had Physical Training every morning. tive facilities, progressive training methods and top-notch safety Activities included sailing, canoeing, map reading, cross country standards. When the OBS was formed, its mission was to nurture runs, as well as team building exercises. At night we would sit our youths to be physically and mentally robust, and to instill in around and sing campfre songs. them a strong sense of responsibility to society. Tese objectives are just as relevant today. I enjoyed the experience greatly. It was challenging, but we felt a sense of achievement at completing the tasks. Te most difcult In a cosmopolitan and fast-paced society, the OBS must contin- exercise was an orienteering course we did on the mainland, in ue to develop in our young the same courage and grit, the same the Punggol area. It was tough, because we had to navigate with- resourcefulness and self-reliance, and the same sense of compas- out a compass, and had to run from checkpoint to checkpoint, sion and responsibility to care for the less fortunate and contrib- and keep the whole team together. In those days Punggol was a ute something worthwhile to society. Only then can we bring rural area, so there were lots of tracks where we could get lost, Singapore forward, and secure a brighter future for ourselves. which of course we did. OBS should continue to grow and set the standard for outdoor education in Singapore and the region. I look forward to more By the end of the course, we were not only physically much ftter, new and innovative programmes, and greater outreach to young but had become more confdent in ourselves. We discovered that Singaporeans, so that many more will have the opportunity to we could push ourselves to the limit, and do things we never beneft from an Outward Bound experience: the commitment to thought we could do. It was also fun. We made good friends with serve the community, the determination to strive to be the best one another, and with the instructors, too. One of them was Mr that they can be, the never-say-die spirit to overcome adversity, S. Puhaindran, who was then the Scoutmaster in Rafes Institu- and try and try again until they succeed. In short, to live up to tion and who later become a grassroots leader in Marine Parade. the OBS motto: To serve, to strive, and not to yield.” He remains a good friend today. Excerpted from the book: Of Courage And Character: Outward OBS has done well in fostering a physically and mentally rugged Bound Singapore: Te First 40 Years. O society. When OBS started out in 1967, it conducted ten courses

A young Lee Hsien Loong at OBS. He is seated in the front row, second from right. 26 Looking back: The first days of Outward Bound New Zealand As told by Katie McNabb (daughter of Hamish Tomas, First School Warden)

Our family were well into the con- ’These were the days before television, cept of Outward the mail only arrived three days a week Bound before ar- riving at the chosen and the groceries once a week.’ site of Anakiwa in 1962. We had Huge work needed to be done to the formerly lovely (and inter- lived in England for nationally renowned) guest house. Since the previous owner’s the previous year, departure, the new owners had not kept up the extremely high so that my father, standards that had been insisted on by Mrs Hazelwood. My Un- Hamish Tomas, cle, John Moore from Kekerangu, gathered up an extraordinary could visit existing army of volunteers that arrived every weekend (complete with his Outward Bound tractor on the farm truck) until the opening on September 1st, Schools, and a pilot to turn the buildings into a school. Unfortunately, the opening scheme had been set up on Motatapu Island in the Gulf upon our return. In June that year, we arrived in the Marlborough Sounds, my brother Jamie and I thought it would be a great holiday and brilliant place for sail- ing—not exactly! Tese were the days before television, the mail only arrived three days a week and the groceries once a week, so this was a very diferent experience from our former life in the middle of 1960s Christchurch.

had to take place prior to the frst course start in October, as Lord Cobham was due to return to England that month. With much haste, members from the Mana Cruising Club along with the newly formed Outward Bound crew and other local volunteers worked miracles and got the school ready in time.

With only hours to go, Hamish discovered that the beautiful new sign displaying the Outward Bound motto (from Tennyson’s, Outward Bound International Jounal www.outwardbound.net 27 ‘Ulysses’) ‘To Serve, To Strive and not To Yield’ had the word While the opening was the seminal moment the arrival of the ‘yield’ spelt incorrectly (this was later fxed)! Te opening was an frst students (or boys as they were more ofen referred to), occasion with a capital ‘O’. As the press cuttings record, a verita- dressed in sports coats and ties, was a time of great nervousness ble who’s who of the time attended, with Lord Cobham leading for Hamish. But soon enough, it all fell into a rhythm of students the procession. coming and going. Tey boys arrived pale and not terribly healthy and lef 21 days later, beginning to appreciate the change that had As a ten year old, it was terribly exciting, as the Governor-Gen- taken place. eral and then Prime Minister, Keith Holyoake, along with the leader of the opposition, Sir Walter Nash, arrived by fying boat. For my family, it was like in living a village. Te staf all lived on Old curtains artfully surrounded the temporary stage where the site with their families and there was always someone to talk to. dignitaries sat. Everyone was dressed in their best and the school Instructors took the time to teach my brother and I about boats, was ofcially opened! bush walking, and kayaking. Tere were ofen visits from famous people, Sir Walter Nash, Sir Edmund Hillary and Peter Mulgrew to name but a few. We ofen sat at the back of the room and en- joyed the stories alongside the students.

Te school fast became a huge success and was accepted not only by the locals, but by the wider New Zealand community. Four hundred and ffy young men passed through the school in its frst year. As I progressed through into my teens, I absorbed attitudes and skills that were certain- ly diferent from those of my peers. Extraordinary to think that my father gave up a successful criminal law practice and a very comfort- able existence to do some- thing he truly believed in. At the time we thought it was just what everybody did. On refection—we realise what an amazing contribution he made to our society.

Reprinted with permission of OB New Zealand: Te Cutter Summer 2012 issue. O 28 From

To Personal Growth

By Mark Freeman

By Mark Freeman Outward Bound today is a vast organisation, and more than a course. Character-training was the declared aim of the school, million people have, in the words of the Trust’s website, “beneft- which announced itself as ofering not ‘training for the sea’, but ed from the Outward Bound experience”. Te history of Outward rather ‘training through the sea’. Bound has been told in various places, including the Generations website, where former participants are encouraged to share their In 1946 the Outward Bound Trust was set up to manage the experiences—and their photographs. Tere have been some lon- ger accounts of the formation and early years of the Trust and the Aberdovey school and also to establish new schools. Tis in- frst schools in Britain, ofen written by the pioneers themselves. volved an impressive range of prominent individuals from the However, there is no single fully published history of Outward worlds of education, business, and politics. Te Trust was set up Bound in Britain, let alone across the world. in G. M. Trevelyan’s rooms in Cambridge. Trevelyan, a leading historian, was also involved with the Youth Hostels Association. Te purpose of this article is modest: to consider some aspects of Te Trust’s chairman was the social investigator and reformer the early history of Outward Bound in Britain, from its origins Seebohm Rowntree of York, and his son Peter was also on the in 1941 to the mid-1960s. Te main focus is on the concept of committee. Te Rowntrees were best known for their confec- ‘character-training’ that was so important in the early years, tionery company, later taken over by Nestle. Other members and remains closely associated with adventure education in the popular mind. I will show how many of the pioneers’ ideas about included the mountaineer Geofrey Winthrop Young, the iron character, and how best to build or train it, were challenged in and steel magnate Spencer Summers (who was also a former the frst 25 years of the movement, and how the changes refected Conservative MP), and the Chief Scout, Lord Rowallan. Tey wider developments in culture, society, and education. were joined a few years later by the trade unionist Vic Feather. Te membership was drawn from across the political spectrum, Origins and early development which helped to ensure the wide appeal of Outward Bound. In 1950 the Trust opened its second school—the mountain Some, perhaps most, readers will be familiar with the origins school at Eskdale, in the Lake District. Te ‘warden’ was Adam of Outward Bound. But it is worth giving a brief overview here, to set the scene for the changes that took place in the 1950s and Arnold-Brown, who had also been a pupil at Gordonstoun, and 1960s. later wrote about his experiences there and at Eskdale in his memoir, Unfolding Character. Here, too, trainees undertook Te frst Outward Bound school was established at Aberdovey four-week courses, in which they did physical training and (Aberdyf), on the west coast of Wales, in 1941 by Kurt Hahn and were exposed to challenges in the mountains culminat- Lawrence Holt. Holt was a partner in Alfred Holt and Compa- ing in a group expedition. Arnold-Brown stayed at ny, owners of the Blue Funnel shipping line. Blue Funnel had a Eskdale for three years, and was briefy replaced longstanding character-training programme for its midshipmen. by Eric Shipton, a well-known mountaineer. Hahn was a refugee from Nazi Germany, and the founder of As at Aberdovey, the aim was to train boys’ Gordonstoun school in Moray, Scotland, which also aimed at the training of ‘character’—and where Prince Philip was one of the character (very few girls’ courses were frst pupils in the 1930s. run in the early years). Arnold-Brown remarked that “we did not set up to Aberdovey ran four-week courses, in which trainees—initially be a climbing school, but a char- merchant navy cadets but later industrial apprentices and oth- acter-training school based on ers—were given intensive athletics training, were taught seaman- mountaineering”. ship, and prepared for a land-based expedition at the end of the More Outward Bound schools followed: the Moray Sea School scribed the martial virtues of “intrepidity, contempt of sofness, at Burghead, near Gordonstoun; a second mountain school at surrender of private interest, [and] obedience to command”, and Ullswater; and another in Devon in 1959. A school was estab- hoped that peacetime activities could be devised for young peo- lished in 1963 at Rhowniar, in Wales, to run courses for girls. By ple, in which these virtues could be trained. James declared: “We 1964, more than 55,000 trainees had passed through the schools, must make new energies and hardihoods continue the manliness and there was a concerted attempt to establish Outward Bound to which the military mind so faithfully clings.” Hahn and the overseas, notably in Malaysia, Kenya, and Germany, and in the other Outward Bound pioneers agreed, emphasising the value of United States from 1962. exposing young people to the dangers presented by the sea and the mountains. Tese challenges, it was argued, fostered self-con- In Britain, the majority of trainees in this period were boys aged trol, the exercise of responsibility, modesty, self-confdence, between 15 and 19 (the school-leaving age was not raised to 16 initiative, and teamwork, among other things. until 1972), and most were industrial apprentices, whose employ- ers gave them leave to attend and paid the substantial fees—£45 In the early years, the physical element of character-training in 1964 (about £640 in today’s prices). Each trainee who fnished was particularly important; Hahn himself always emphasised it the course was awarded a badge, either Honours, Merit, or Mem- strongly. A programme of physical activities, focusing on feld bership (the names of the categories changed frequently). events, accompanied the specialised training in seamanship or mountaincraf that trainees received in the schools. Tey were Character and leadership graded on their athletic achievements, which some in Outward Bound thought was unfair, given that some boys had obvious physical advantages in feld events. Nevertheless, for Kurt Hahn Te declared aim of Outward Bound was to provide ‘Character and many of his followers, ‘character and moral probity’ were Training Trough Adventure’. Te post-war years were a pro- closely associated with ‘physical rectitude’. pitious time for outdoor and adventure education. Te 1944 Education Act, which established universal and free secondary Another important aspect of Outward Bound training was education, also required local authorities to establish outdoor ‘leadership’. Again, some in Outward Bound disagreed with this education facilities, although these came slowly and unevenly. focus: one noted that the ideas of character and leadership had a Character-training was a popular phrase in a time of large number of connotations, some of them rather unpleasant. widespread fears about juvenile delinquency However, leadership was important for the personnel ofcers of and problem families. Outward Bound industrial frms who sent their young employees on Outward itself was considered to be Bound courses. Other trainees included those who would go suitable on to work in the Youth Service, and some public schoolboys attended Outward Bound courses too. At Ullswater, the programme included training in public speaking, which was seen as a vital part of the requirements of leadership training. Criticisms of Outward Bound treatment for delinquents— some borstal boys were sent on courses in Character-training was always a contested notion, and many the 1950s. Some members of the Outward Bound Trust— pertinent criticisms of Outward Bound were voiced at this time, and Kurt Hahn himself—were worried about the efects of afu- both inside and outside the organisation. Some of these refected ence and the new welfare state on individual character. Spencer a caricatured view of what the schools were doing, but others Summers later recalled that Outward Bound gave young people a were quite justifed, and all had some impact on Outward Bound chance to develop a sense of responsibility, and therefore provid- in the 1950s and 1960s. ed “an antidote to the possible consequences of the welfare state”. Others were worried about what they called ‘spectatoritis’—the First, a number of unsympathetic critics argued that Outward tendency, for example, to watch sport instead of playing it. Many Bound promoted militarism — a criticism that had long been of these concerns already seemed old-fashioned to many even levelled at the Scouts and some other youth movements. Te in the 1950s, but they were an important feature of the political unashamed promotion of the martial virtues by Hahn and others landscape of the time. encouraged this view, and the language of character-training provided ammunition for those who made easy but misleading Memories of the First and Second World Wars beset Outward comparisions with Fascist Italy and Nazi Germany. One critic in Bound in the late 1940s and 1950s. Although Hahn and others Te Times wrote that Outward Bound was like “an ascetic cult abhorred the horrors of war, they also admitted that war pro- devoted to producing golden-limbed, superior men”, and even vided opportunities for young men to display their strength of those who worked in Outward Bound admitted to ‘dangers’ in character. A key infuence on Hahn, and on many pacifst educa- the emphasis on training through adversity. Arnold-Brown was tors in the interwar years, was the American philosopher William so concerned about comparisions with the Hitler Youth that he James, brother of novelist Henry James. In his famous essay “Te spoke about them in his end-of-course addresses to trainees at Moral Equivalent of War”, frst published in 1906, James de- Eskdale. But the use of military terminology — at Eskdale the 30 trainees were organised into ‘patrols’— and certainly contested, but it refected widespread doubts about helped to ensure that Outward Bound was the vocabulary and practices of early post-war outdoor educa- dogged by accusations of militarism in this tion. A focus on character-training was giving way, albeit slowly, period. to personal growth.

A second criticism, widely voiced, At Outward Bound, there were two signifcant developments in was that Outward Bound courses the 1950s. Firstly, many instructors, at Eskdale and elsewhere, were simply too short to achieve were expressing opposition to the inclusion of athletics training their objectives. Tere were good in the programme. It had little relevance to mountaincraf, and reasons to doubt the long-term it was unfair on the physically weaker trainees. In his brief time impact of a course that lasted at Eskdale, Eric Shipton made a concerted attempt to reduce the only four weeks. As one industri- athletics component, but this met with resistance from some alist asked bluntly, “it was all very of the traditionalists within Outward Bound. J. M. Hogan, frst well to be on top of a mountain one warden at Aberdovey and a close ally of Hahn, was a strong de- month—what about the month afer fender of athletics training, seeing it as a useful means of charac- that?” Many within the organisation ter-training. Later in the 1950s, feld events were replaced with acknowledged this, and some thought circuit training at Eskdale, and physical tests were removed from was devoted to ways of extending the the badge criteria, again in the face of severe resistance. Kurt Outward Bound infuence beyond the Hahn himself, who died in 1974, never lost faith in the impor- courses themselves. But this remained tance of physical culture to character-training. an area of concern for a long time. A second change was an increase in the number of girls and A third, related criticism refected the difculty of assessing the young women attending Outward Bound courses. Tis was impact of Outward Bound courses. It was possible to assess how modest but infuential. By 1964, more than 3,500 girls had taken much further a trainee could jump, or throw a javelin, afer four a course—still less than 10% of the total, but the proportion was weeks, but what about the impact on his—or her—character? As growing. Te courses were single-sex at this time, but the exis- character-training was the central objective of Outward Bound, tence of adventure education for girls led to some changes in the it was a serious weakness that no plausible methods existed vocabulary and practice of Outward Bound. Some criticised the for assessing how well the objective was achieved. Tis prob- admission of girls at all, feeling that the courses were unsuitable, lem continues to beset character education, which has recently producing ‘Tough Girls’. In fact, the all-female courses included been described as ‘woefully defcient in producing systematic a larger cultural component, with more time set aside for indoor outcomes research’. Some educators use proxy indicators—dis- activities, and many in Outward Bound were beginning to feel ciplinary records, participation in voluntary service activity, and that the idea of manliness was outdated by the 1960s. Certain- even teenage pregnancy rates—and some have used pre- and ly the inclusion of girls made it more difcult for the Outward post-course personality tests, but none of these is wholly satisfac- Bound pioneers to emphasise the martial masculinity that had tory, and none was available to Outward Bound in the 1950s. Te been a central element in the early years. lack of measurable impact was a serious impediment, because Outward Bound relied on course fees paid by employers and The Harrogate Conference and Its Contexts local authorities, who wanted to see what they were getting for their money. Many of the growing fault lines in Outward Bound were exposed at a two-day conference held in Harrogate in May 1965. Te rap- Towards ‘Personal Growth’ id social and cultural changes of the 1960s formed the backdrop to this meeting, and the generational divide was obvious. Tere is Tings changed in the 1960s, and many of these a long account of the proceedings of the conference in the British changes were prefgured in the 1950s, Library. As well as Outward Bound leaders and instructors, particularly at the Eskdale mountain school. prominent educationalists such as Alec Clegg, chief education Important cultural shifs were happening in ofcer for the West Riding of Yorkshire, attended and spoke. British educational ideas, and in society more widely. In the 1950s, edu- Te whole idea of character was up for debate at Harrogate. cational research was drawing Many, even some of the pioneers such as Spencer Summers and on psychological insights into Jack Longland, recognised that it might need to be removed processes of ‘personal evaluation’ from the Outward Bound vocabulary. Even Hahn himself was and the development of ‘moral reluctantly forced to admit that some of the language of Outward autonomy’. Meanwhile, in deal- Bound might need to change. Some associated character directly ing with juvenile crime and with militarism. Te warden of Ullswater, an RAF man himself, delinquency, there was a shif declared: “I do not like the term ‘character-training’. It makes towards more therapeutic me think immediately of the Stif Upper Lip and the Right Type. and less punitive methods. Phrases from the war stir uneasily in the memory.” Many had had Tis change was incomplete enough of militarism and the martial virtues. Outward Bound International Jounal www.outwardbound.net 31 A related development was the gradual downgrading of lead- ‘trainee’ seemed out-of-date too — who attended Outward ership in the Outward Bound programme. Tis refected wider Bound courses. By 1965 even the Tory industrialist Summers political agendas, where democracy and equality undermined had decided that ‘character-training’ was a ‘misleading phrase’, the idea of education for leadership, which became increasing- and that Outward Bound was really about ‘trying to bring out ly anachronistic, especially in light of the movement towards the inner strength of the boy’ (and, presumably, the girl). By the comprehensive schools, which were eventually mandated by the 1970s, the idea of character-training was falling into disrepute, government in 1965 the same year as the Harrogate conference. and by the 1980s, according to one account, the term was never Although character and leadership were bound up in the early used at all. vocabulary of Outward Bound, this link became less important. At Harrogate, Alec Clegg was scathing about the idea of educa- Conclusion and epilogue tion for leadership, associating it with public school bullying, aggressive imperialism, and racial prejudice. He reminded the Echoing wider changes in the educational environment, Out- audience that, “if you train some to lead you must train others to ward Bound increasingly adopted a vocabulary that centred on be led”, and that the whole thing was a “distasteful, if not posi- ‘self-discovery’, ‘citizenship’, and the ‘personal growth’ of those tively dangerous” idea, which had no place in a modern scheme who took its courses. Even by 1970 this was increasingly the case. of education. Yet, ironically, the actual content (and length) of the courses did not change very much in this period. Tey remained associat- Some, of course, mounted a robust defence of the traditional ed in the popular mind with ‘cold showers and severe physical practices and ethos of Outward Bound, as they saw it. A faction, toughness’, and physical training of one kind or another, expedi- including many personnel ofcers, some of whom had a mili- tions, encounters with the natural world, and a mixture of self-reliance of teamwork continued to feature strongly in the tary background, defended character-training. One industrial Outward Bound experience. Subsequently many changes have delegate to the Harrogate conference declared defantly that his taken place, and perhaps these could not have happened without company sent their employees to Outward Bound “because we a revision of the organisation’s vocabulary in the 1960s. As I have believe in character training and because we believe the Outward shown, some of the origins of these changes, as with many others Bound method is efective”. Another saw character-training as in the 1960s, lay in developments during the previous decade. a remedy for what he saw as the social evils of the 1960s—in- cluding homosexuality and divorce—and even sceptics thought In recent years, the rhetoric and practice of ‘character’ have adventure education could address problems caused by ‘mods returned to the mainstream of educational debate. Te last and rockers … and the growing groups of aimless and undirected Labour government issued Green and White Papers in 2001 that youth’. Outward Bound schools, afer all, had insisted on ‘training endorsed an idea of ‘education with character’ that was closely conditions’, whereby trainees undertook to avoid smoking and associated with the citizenship education agenda. Educational drinking for the duration of the four-week course—although researchers have returned to ‘character’, and the idea of ‘education for leadership’ is rearing its head too. A number of educational- there is plenty of evidence that these conditions were breached. ists are returning to the ideas of Kurt Hahn for inspiration. Te early history of Outward Bound is relevant again today. What emerged from Harrogate, however, despite the persistence of conservative opposition, was a growing focus on the indi- A longer version of this article was published in History of Educa- viduality and self-development of the young people—the word tion, vol. 40, no. 1 (2011), pp. 21-43. O

BOOKS

Controversial Issues in Adventure Programming By Bruce Martin & Mark Wagstaf TEAMWORK & TEAMPLAY: From Human Kinetics, Champaign, Illinois, USA. 2012. $75.95 US. Hardcover. 328 pages. 50 Team Activities, 16 Languages, Aimed at the academic community, but with relevance for policymakers and practitioners, 1 World, International Edition Controversial Issues in Adventure Programming benefts from an interdisciplinary approach that By Jim Cain draws on the opinions of 50 contributors from six countries. Readers are invited to critically examine 20 controversial issues, which are equally divided between the book’s two parts. The From Teamwork & Teamplay, Brockport, New York, USA. 2015. frst part covers issues of ongoing concern in the adventure programming industry (e.g. $24.99 US. Paperbound. 224 pages. certifcation and risks vs. benefts), and the second looks at recent issues, such as online programming and the inclusion of extreme sports. For example: “Do the benefts of adventure Before Jim Cain found his way into adventure-based activities, he spent 15 years programming outweigh the risks?” and “Should there be a professional certifcation in outdoor working as a senior research engineer for Eastman Kodak (think powder mechanics). In leadership?” Each issue is presented in a debate format with pro and con arguments. 1996, he helped create and facilitate a team-building program for NASA’s Lunar-Mars Life Support Test Project to prepare personnel for extended missions. Since then he has The book signposts several of the persistent and emergent issues that adventure programming presented team activities in 28 countries, including two well-received workshops about has encountered during its relatively short history. It serves as a valuable reminder of the team and community building at the 2011 OBI Staf Symposium in Singapore. importance of broadening one’s understanding of the underlying assumptions that animate Teamwork & Teamplay, International Edition is Jim’s latest book and his fourth much of contemporary adventure programming and its ever-changing interface with society. published since the symposium. While the audience that this book targets is not exclusively American, a reader unfamiliar with the United States could be forgiven for not understanding the relevance of questions such as The book presents 50 team activities in 16 languages. These activities from around the “Should Wilderness First Responder be the standard of care for wilderness leadership?” or world appear carefully curated and generally need very little equipment to conduct. “Does Leave No Trace make a diference beyond the scope of back country environmental They fall under four categories: Icebreakers & Opening Activities; Teambuilding practices?” And it is perhaps likely that most professionals in the feld of adventure Activities & Challenges; Games Just for Fun; Reviewing Techniques & Closing Activities. programming from countries without large white populations will struggle to understand the The activities are presented in Chinese, Danish, Dutch, English, French, German, Greek, question: “Should people of color be encouraged to participate in current outdoor adventure Hebrew, Italian, Japanese, Mongolian, Portuguese, Russian, Spanish, Thai, and Turkish. programs?” English serves as the continuity language, fguring prominently in areas such as the table of contents, the introduction, and in the 50 activity main headings. Helpful Nonetheless, the editors, Bruce Martin and Mark Wagstaf, can be congratulated for having images accompany each activity. assembled an international authorship that includes robust contributions from Australia, Canada, New Zealand, Norway, the United Kingdom, and the United States. This diversity of Teamwork & Teamplay, International Edition is a wonderful reference that is sure to be a perspective afords the reader diferent vantage points on many issues well worth thinking great resource for those Outward Bound schools where at least one of the book’s 16 about. languages is spoken. O

In summary, this book deserves space on the shelf of any new practitioner or seasoned administrator who wishes a better understanding of how adventure programming can navigate controversial issues in the context of several wide-ranging practical and societal concerns. Outward Bound International Jounal www.outwardbound.net 33 near miss trauma By Brendan Madden

Several years ago, I had an instructor cancel a contract at the last or skill did not — can be similarly traumatized. Since the event minute. While this is a routine (though frustrating) situation noted above, I have collected or recalled over a dozen stories that at many OB schools, something in the instructor’s voice on the present similar examples. Te likelihood is high that psychologi- phone prompted me to probe a little deeper into what was going cal trauma caused by a signifcant near miss event is prevalent in on. It turned out that the instructor had recently been leading our feld. In the past, we have not always seen the phenomenon, a whitewater canoeing program for another company, and had because we did not know to look. Now we know. a signifcant near miss involving a fooding river and capsized boats. Te very prospect of leading another river expedition had Tis trauma is known by many names, including Post Traumatic provoked extreme psychological and physical responses: she felt Stress Disorder and Occupational Stress Injury. Symptoms vary, anxiety bordering on panic, couldn’t sleep, and her muscles were but can include: so tense that she literally could not paddle a canoe. We agreed that she seemed to be experiencing some trauma related to her • Re-experiencing the trauma through intrusive distressing recent near miss experience, and that going back in the feld recollections of the event, fashbacks, and nightmares so soon, in a leadership position, was not a healthy prospect. I • Emotional numbness and avoidance of places, people, and found a replacement. activities that are reminders of the trauma • Increased arousal such as difculty sleeping and concentrat- Te instructor in this story is not alone. As our understanding of ing, feeling jumpy, and being easily irritated and angered. psychological trauma grows, we begin to understand that it is not the objective outcome of the event that counts — i.e., whether or In practical terms for our instructors, this can mean a reluctance not someone was seriously injured — but the subjective process to re-enter the feld. Traumatized instructors who do continue experienced by the people involved. In the event of a fatality or to work can fnd their work increasingly difcult as they attempt serious injury, it is natural to expect a degree of trauma to be to manage their symptoms while balancing the stresses and experienced by the survivors of the incident. It is much newer pressures that are part and parcel of Outward Bound work. Some in our understanding that the survivors of a near miss — an begin to suspect they are developing a mental illness. event that could have led to a fatal conclusion but through luck Te key to understanding Near Miss Trauma lies in the inten- tionally unpredictable nature of a journey in the natural world. We know that there are inherent risks in our course areas, so we hire mature and capable staf, and use a combination of internal training and external certifcation to ensure that they have the skills and attitude required to help their students navigate the hazards of the environment. Occasionally, nature has other plans. Flooding rivers, unexpected storms, wild animal encounters, or other factors can create a situation where the threat of death is real, and instructor training is insufcient to maintain control. Usually, everyone makes it through okay. However, from the instructor’s perspective, the combination of being in a position of responsibility, experiencing a near-fatal situation, and feeling a loss of control all combine to increase the traumatic potential of the event.

Te good news is that with a little knowledge and a lot of care we can do much to alleviate this problem. Tere are three elements of a strong mentoring system that, if present in your school, will help tremendously:

1. A culture of near miss reporting 2. Efective debriefs of every course 3. A dynamic where feld staf seek out perspectives from management when something is troubling them. 34 Recognition of Near Miss Trauma becomes easier with time. When instructors return from the feld, keep an eye out for these signs, especially if you know the course has been unusually challenging:

• Evasiveness about the debrief • Difculty talking about the event • An atmosphere of nervous tension • Tears • Anger • Confusion: I don’t know what happened out there. I’ve been teach ing sailing courses for ten years. I’ve never seen the ocean behave like that before.

Receiving a high level of support and understanding from the in-town staf is absolutely crucial, and can help with a speedy recovery. Conversely, harsh criticism or blame for a course that did not go as planned can have a detrimental efect and may even increase trauma. Ofen, when a traumatized instructor learns that the symptoms they are experi- encing are a perfectly natural biological response to an uncommon situation, they will feel a deep sense of relief.

Long-term healing from trauma is highly individualized; the same treatment does not work for everyone. Many people get better on their own, with the help of friends, family, or religious organizations. Traditional approaches such as the Critical Incident Stress Debrief (CISD) can help for some. Newer therapies such as Eye Motion Desensiti- zation and Reprocessing (EMDR) are showing great promise. (EMDR is recommended by the World Health Organization for trauma recovery.)

Being an Outward Bound Instructor can be at once the toughest and most rewarding job there is. We put our instructors in positions of great responsibility. Occa- sionally, through no choice of their own, the yoke of responsibility lands much harder on their shoulders than they ever expected. We owe it to them to be paying enough attention that we recognize these rare, but very real, traumatic situations when they occur, and to ofer a helping hand.

Brendan Madden is the National Director of Operations at Outward Bound Canada.O

Outward Bound International Jounal www.outwardbound.net 35 The frst 60 years of Outward Bound Australia Outward Bound Australia (OBA) is now proudly By Tim Medhurst 60 years old. As OBA continues to develop and grow, it is always useful to pause, refect, and celebrate the journey to date, even while we look ahead to the future. It has also been 10 years since Helen Klaebe published Onward Bound — the frst 50 years of Outward Bound Australia. Below are a range of selected quotes on OBA from Helen’s book, followed by comments from the current Chair and CEO. Te Australian story of Outward Bound seems even more unlikely. Te combina- tion of a Royal prompting, a challenge by an English gentleman to an Australian Changi POW survivor in a Sydney hotel and a retired Australian Rear Admiral resulted in the birth of Outward Bound Australia in 1956. (From the back cover of Onward Bound) From its earnest beginnings in a climate of post-war cultural change, OBA has adapted to remain dynamic and relevant. It currently attracts some 5000 [now 8000] participants a year to its courses. (From the inside cover of Onward Bound) I believe that one of the reasons for the success of the Outward Bound concept is that it meets the continuing need to help successive generations of young people to develop self-confdence and to broaden their experience as they become adults. (Forward by HRH Te Duke of Edinburgh) I don’t suppose that human nature is going to change much in the next 50 years. It hasn’t in the last few thousand years. It will always need all the help it can get. Outward Bound in a small but important way can help, because it reaches young people when they are impressionable. It is very hard to teach people high ideals, but on the other hand, if they live through the experience, it is something that lasts throughout their lifetime. (Sir Fredrick Chilton [aged 97 in 2003], Chairman OBA 1971–76) Some 250,000 [now well over 300,000] have completed an OBA program and some 2000 [now around 2300] staf, Board and supporters have worked together to make this happen. Tis book both records and refects on the memories and the stories of the people who have created the frst 50 years of OBA’s history…. Aristotle recommended that if you are to understand anything, ob- serve its beginning and its development. Tis oral history does just that through the stories of its people — the core of what is OBA…. Of course, the journey goes on. (Rod Pearse OAM, Chairman OBA 2003–2015)

36 epic journey in itself. Te people I have met and the stories that they have shared have shown me the extraordinary passion and such strong, emotional opinion that I would not have imagined possible at the start. All the stories are the same, in a way, but so personal to the story teller that you can’t help but enjoy hearing them. To me, it was also a social and cultural journey… half a century with motivated Australians, all willing to stretch them- selves and help motivate others, to fnd a little more inside them that they did not know existed… as one story ends, another new chapter begins. (Helen Klaebe, author, Onward Bound — the frst 50 years of OBA)

Plus Est en Vous (Tere is more in you than you think) was the inscription found on the wall of a Belgian church by Kurt Hahn before World War II. Tis motto matched his philosophy: that each of us has more courage, more strength and more compas- sion than we would ever have fathomed. Kurt Hahn’s calling in life was to help people around the world realise this truth about themselves. (Tim Medhurst, Instructor, Operations Director, We have witnessed in recent years changes in the work place, in CEO, Board member OBA 1977–2016 and Advisor, Board mem- moral and ethical standards, in family relationships and in reli- ber OBI 1998–2016, who is still inspired by this quote afer 40 gion. With such changes… Outward Bound values are even more important today to equip people to know their own strengths and years' involvement with OBA. potential to handle such change. (Ian Curlewis QC , Chairman OBA 1986–91) And so to the present and the future — fnal remarks from OBA’s annual report of 2016, from the current Chairman, John Atkin, If every Australian spent say 30 days on an OBA course, this and CEO, Jon D’Almeida: place would be a riveting country rather than a promising coun- try. (Carlo Bongarzoni, Chairman OBA 1991–98) As OBA marks the 60th anniversary of its frst course held in I think that OBA has a huge role to play in communities. Tere is November 1956, it is going through a major process of re-engage- a desperate need to assist youth, particularly when families break ment and renewal. While the last few years have been quite chal- down…. Tere are other organisations doing this, but not many lenging operationally we have a great heritage to build on and have got the runs on the board like OBA. Tey have shown the many relationships established over the years to refresh. Working ability to move with the times. (Geofrey White, past CEO of the with schools who share our educational philosophy based on Vincent Fairfax Family Foundation) Hahn’s principles and value what we can ofer their students will remain central to our business. At the same time we are aiming Rob Harris [Staf Director 1986–93] once famously commented that Outward Bound existed for the personal development of to partner with others in addressing the pressing social problems the staf — participants were recruited for staf development. facing Australia in the 21st century, particularly supporting our (James Neill, Head of Research at OBA 1989–94, refecting on the indigenous people. And last but by no means least we want to impact of OBA for staf) expand our links with other Outward Bound schools interna- tionally as we help foster broad multi-cultural relationships and Our history has been built on a pioneering spirit and the service understanding so necessary for the world today. and dedication of generations of staf who have frmly adhered to our ethos: to serve, to strive and not to yield. Today our staf For anyone interested to purchase a copy of Onward Bound — the at OBA remain our greatest asset and our greatest advocates. (Darren Black, CEO OBA 2005–2012) frst 50 years of Outward Bound Australia please contact: mail- Te history of OBA, for me as a writer/researcher has been an [email protected] O

Outward Bound International Jounal www.outwardbound.net 37 OUTWARD BOUND AN INTEGRAL PIECE OF A TASIS EDUCATION

38 On the morning of February 13, 72 TASIS (Te American School in Switzerland) sophomores and 10 adult chaperones set of for the Outward Bound wilderness center in Füssen, Germany, ready to add their own chapter to a TASIS tra- dition that dates back to 2000.

Education comes in many forms, and this assorted crew was about to receive a steady dose of the Kurt Hahn variety. “Te aim of education is to impel people into value-forming experiences,” said the German educator, who found- ed Outward Bound in 1941, “to ensure the survival of these qualities: an enterprising curiosity, an indefatigable spirit, tenacity in pursuit, readiness for sensible Chevalier self-denial, and above all, compassion.” We spend the morning with our groups and get to know Lehel, our Romanian Outward Bound instructor. He leads us through Prior to the departure, students were divided into six groups, a number of team-building exercises, many of which involve each of which would be led by an experienced Outward Bound shouting, aggressive posturing, and some form of physical instructor and one or two TASIS chaperones, who were asked to contact. We talk about our goals and fears for the week, and I’m provide support while staying out of the way as much as possible, quickly getting to know the students, most of whom I hadn’t met as the purpose of Outward Bound is for students to “discover and before this trip. develop their potential to care for themselves, others, and the world around them through challenging experiences in unfamil- Afer a break for lunch, we discover that it’s time for an “intro- iar settings”—and that doesn’t happen if a teacher you’re com- ductory” four-hour ramble that starts with a lengthy scamper fortable with is solving all your problems. up a riverbed and ends with a joyful slide down a snow-covered trail. Te hike is longer than expected, and it tests the spirit of TASIS Math teacher and Outward Bound co-leader Danny Schif, some, but we make it home in respectable fashion, enjoy a curry a veteran of four prior trips, was a solo leader for a group of 13 dinner, and spend a quiet evening in the Outward Bound Center. students. Associate Director of Communications and 10th grade advisor Mark Chevalier, who is new to TASIS this year and had Schif never been on an Outward Bound trip, teamed with 9th and 10th Leaving for our three-day trek tomorrow, it is already time for Grade Dean Sabrina Putnam to chaperone a group of 10. Below our students to start planning the route, making grocery lists, are their accounts of this year’s trip. and packing backpacks. I love the experiential approach of Out- ward Bound, but with 24 hours to prepare for a trek, our students are getting a crash course in planning for a wilderness expedi- tion. As a teacher who has done this trip multiple times already, it is difcult not to step in and ofer advice to the students about Chevalier estimated hiking times or delegating leadership, as teachers are We leave TASIS at 8:30 a.m., and afer a long bus ride, a chance asked to blend into the background. I am hoping that our group to unpack at the Outward Bound Center, a competitive group is ready for tomorrow. exercise in the cold, a rejuvenating dinner, and a trip to the local ice skating rink, we’re in bed at an early hour and bracing for the days ahead.

Schif Chevalier Driving through the Swiss Alps to the Black Forest is a drive Half the groups leave in the morning for their wilderness excur- which, no matter how many times I’ve done it, gets more and sions, but ours won’t begin until Wednesday. We instead start the more beautiful! It’s great to be back in Schwangau, Germany for day with a recap of day one in which we praise each other for our the ffh time at the Outward Bound Center with a new group eforts and point out a few things that could have gone better. of teachers and students. I’ve never seen this area without snow We discuss the need to maintain a positive mental attitude—the before. “PMA” that Danny Schif told us was the most important item to pack when we had our meetings in advance of the trip—and it’s suggested that attitude is usually a choice. We all have strengths and weaknesses, but Outward Bound is about fnding a way to be Afer changing out of our snow-covered jackets and boots, our the best versions of ourselves. Italian students prepared pesto pasta for the two groups who were staying at the hut together. Afer an evening meeting, ev- Afer more team-building exercises and a break for lunch, we eryone was tired from the day and ready to be warm in our bunk take on the indoor climbing wall and watch one of our leaders zip beds by 22:00. to the top in just over 30 seconds.

In the late afernoon we’re back to team activities, and it’s clear that everyone’s patience is starting to wear thin. We’re in the sweet spot between being ready for action and feeling nervous Chevalier about the journey that lies ahead. I am surprised to wake up and see the ground coated with snow, and when I descend a fight of stairs and arrive at breakfast, it be- comes clear that we are entering a new stage of the journey. Many We need a break, and a trip to the thermal baths in Füssen afer students complain of illness, and even the healthy looked tired. dinner fts the bill. I would be okay with Lehel letting us know that the planned morning activity on the high ropes course is canceled due to the Schif climbing apparatus being caked with ice and snow, but instead he Into the wild! As we lef the Outward Bound Center this morn- readies us for a three-hour session. ing, our navigators immediately failed to correctly read their map as we took the longer “scenic route” along a major road to the Te climb turns out to be just what we need. We take on Jacob’s grocery store. Te cooking group bought provisions for the next Ladder in groups of two, and most teams exceed their expecta- few days—pasta, chocolate, apples, and a dozen eggs (of which 10 tions. A renewed spirit of teamwork and positive encouragement would survive the journey)—and we were fnally en route to the washes over the group, which seems energized by the challenge. hut. But by the third hour the era of good feelings has given way to numb fngers and toes. We’re ready for lunch. As the snow began to gently fall, our hike took us past the tourist-heavy Neuschwanstein Castle. We hiked uphill with the It’s time to start planning for our excursion, and Lehel separates snowshoes we’d attached to our backpacks, as we were passed by the students into four groups—cooks, orienteers, hut organizers, tourists on horse-drawn carriages sipping hot chocolate. Tis is and equipment managers—and makes it clear that they are to no doubt a unique trek! take ownership of the trip. We seem ready.

Our asphalt road turned into snow-covered trails past the castle, Schif and afer seven hours of trekking (more like four hours of walk- As our group made our way to the kitchen for breakfast, our frst ing and three hours of breaks), we reached our home for the next looks out the window showed that it had continued snowing all two nights—the Fritz Putz Hut, the wooden hut nestled below night! Te tracks from when we hiked in had been completely the mountains! snowed over, and there appeared to be almost a half-meter of fresh powder, with no sign of stopping! Afer some cereal and 40 bread with jam, we learned how to put on our avalanche bea- Afer four hours and just a few small arguments about which cons and snowshoes, and the two groups made their way to the direction to go, we safely arrive at our hut—a gem nestled in the attempted summit of Schlaggstein Mountain together. It was Austrian Alps with no running water or indoor toilet. Volunteers amazing to make fresh tracks in the deep powder, and both fll up our giant water bucket at the well that’s 100 meters away, groups enjoyed hiking and throwing snowballs together. and we’re all thankful that the previous occupants dug a narrow path to the outhouse, which is also a hearty walk from home. Afer nearly 500 meters climbing and several hours on the trail, our German mountain guide Faux (pronounced “Fox”) advised Our cooks prepare a pasta dinner that really hits the spot, and us that the avalanche warning was too high to continue to the we meet as one team around the table and discuss the day. We summit. One student claimed about the turn-around spot, “Tis address the challenges of the trek and acknowledge the persever- is my mountain top. I am proud I was able to make it here.” ance, toughness, and leadership of certain team members. Tonight the second group prepared a pasta carbonara for both We’re happy to turn in early for bed. groups. What the pasta lacked in taste, it made up for in quantity, as everyone ravenously helped themselves to seconds and thirds afer a snowy summit attempt. Schif Afer two nights in the Fritz Putz Hut, our Outward Bound in- structor Katja helped the group to clean and organize so that we could leave the hut exactly as we found it. Afer several attempts at cleaning and sweeping, they had fnally reached the approval Chevalier of Katja and we were hiking back towards the Outward Bound Afer a check-in at breakfast that includes the addition of a stu- Center by 10:30. dent who had recovered from an injury and the tough decision to leave behind an ill one, a 20-minute walk down the hill, a stop at Unsurprisingly, with the prospect of warm showers and prepared a local grocer for our Italian cooking trio to pick up supplies, and food waiting for us, the group’s speed and efciency hiking as a 40-minute bus ride to Rinnan, Austria, we are fnally free. a group improved drastically, as breaks were eliminated and a We begin our trek around noon, and within a half hour we cross rhythm was formed. Te town of Schwangau, which we had lef paths with the team returning from Reuttener Hutte and take two days earlier, looked unrecognizable for the students as we control of their snowshoes, radio transceivers, avalanche probes, passed through to fnd the castle and trails completely covered in and shovels. While our spirits are buoyed by meeting a group of snow. upbeat peers, with the packs suddenly more heavy, we begin to We passed two groups who were just beginning their treks on gain a sense of the challenge ahead. our way back to town. Students were excited to see their friends and share a few minutes worth of advice and experiences. Our Te hike is magnifcent. A recent snowstorm has blanketed the frst shower in days was beyond appreciated, and to snack on forest and hills with snow, and for a New Englander like myself, warm cake and hot tea in clean clothes is a feeling one can only it proves to be a nice contrast to the mild Lugano winter. We let appreciate afer three days of wearing one pair of snow pants and the students take the lead, and Lehel and I stay in the back for the eating a diet of gluten. most part. He tells me about the 15-month bicycle trip he and a friend made around Europe fve years before. Tey took only Tat night ten students, myself, and Sonny, the TASIS Athletic Di- what they could carry on their backs, spent just a Euro or two per rector, went to the spa to soak in the hot tubs and relish the sauna! day, and relied upon the kindness of strangers for everything else. “Tat trip taught me that I should always help others when it’s within my power to do so,” he says.

Not everyone is having fun. One of our Americans was not feeling well at all that morning but refused to miss the trip, and she’s starting to regret it. Te last thing I’d want to do with fu-like symptoms is go on a long hike in the cold, but she pushes through—even refusing another student’s kind ofer to carry her bag—and impresses us all with her grit. Chevalier Chevalier I awake at 4 a.m. and need to use the bathroom. I tiptoe out of We’re up by 6:30, and everyone pitches in and cleans up the hut the bedroom, and as my eyes adjust to the dimly lit kitchen, I’m afer a fnal breakfast of bread, nutella, and peanut butter. (We’ve startled to see four people sitting at the table. Tey are either sick or lending support. already learned that ham, Nutella, and cheese does not make for a good sandwich.) We load up our gear and trash and prepare for For all the talk about chaperones needing to take a back seat, we our fnal hike, a pleasant two-hour descent through a light but would have been in big trouble without Ms. Putnam, who would steady snow. later remark, “What I’ll remember most is sitting up late at night in a tiny hut in the snowy Austrian Alps with a student who was Early on we must decide to take a shorter and steeper route or not feeling well. You can learn a great deal about each other in a longer and fatter one. Afer a mild argument, all the students such remote places and hours, and I will remember that night agree that because we have people who still aren’t feeling well, we fondly for some time.” should take the longer but easier route. We’ve come a long way in three days, and one of our quiet leaders would later remark, “We At 7:00 it’s time to assess where we’re at as a group. It’s decided fnished the hike like a real team.” that Ms. Putnam will stay behind with two sick students. Te rest of us pack our day bags, strap on snowshoes, and launch a steady ascent to the peak of Mount Galtjoch. Te optimism Te trek feels like a breeze compared to the previous two days, of morning and the pristine Austrian forests slowly give way to and we reach our bus in good spirits. Afer three days in the forces of weariness as we enter a sunny and open climb to the wilderness, we’re ready to return to the relative comfort of the summit, and at times we struggle to stay together. Outward Bound Center.

But in the end we come together as a team and reach the peak in Te long-awaited shower is magnifcent, and we all head down- just over two hours. Worn out and hungry, we stop for a snack town for an enormous medieval feast that is most welcome afer and some photos before barreling down the slope at a brisk too much peanut butter and trail mix in the wilderness. pace and returning to the hut, exhausted, an hour later. Lunch is followed by a lazy afernoon of naps, games, and an hour for Schif students to write refections that will be mailed to them later. I’m impressed by the volume of material many of them produce. Tis morning the snow began falling once again, just in time for Te cooking trio hits the mark again with a lovely risotto, and our trip to the high ropes course. Te week culminated with our we’re again ready for an early bedtime afer a team meeting and a group climbing ladders ten meters of the ground and walking spirited game of charades. across narrow, icy beams. Each member of our group completed the task impressively. Schif It’s amazing to be back at the Outward Bound Center and to By the time we fnished up outside, the fnal three groups were witness how far our group has come in their communication and returning from their treks, a sensation we remembered well. teamwork. Afer breakfast, we have a day full of team-building Hugs and greetings were shared. In a fnal refection of the exercises. Our group of thirteen impressed me with how much week, our group thanked Katja for her guidance and recognized better they communicated, appreciated one another, and accom- one another for the skills which they brought to the group and plished tasks than when they began this experience fve days earlier. developed. I was proud to hear the students recognize qualities in one another and themselves, which helped to make the week so In the afernoon we had a chance to climb the indoor rock wall, special. working on belay and climbing techniques in preparation for our high ropes activity tomorrow. We have some natural climbers in As the nearly 100 students and teachers gathered in two bus- our group! es for our medieval feast in Füssen, there was a tangible air of celebration and triumph. Te students had not only survived but Afer dinner tonight, there was no structured activity, and it was thrived, during their week in Germany, and it was time to cele- great to see the students and teachers recount their trips while brate with a feast of French fries, corn on the cob, and chicken hanging out, playing cards, or playing ping pong before bed. legs! some students crying (tears of joy and relief, I'm sure). Te view was breathtaking with the sea of clouds below us. Te moment Chevalier the sun came over the ridge the entire group broke into applause. It’s getaway day, and we’re on our way down the hill to the bus af- I will never forget that moment, nor the immediate feeling of ter a light breakfast and successful room inspections. It feels like warmth that came over me, both from the sun and from the feel- we’ve been away from home for much longer than a week. ing I got seeing the smiles on the students' faces. I’m pensive on the ride back—both satisfed and wistful. I’m Cori Shea, Varsity Cheerleading Coach and Dorm Parent happy because I know we've challenged ourselves, grown as people, and built meaningful relationships, but somber because I One of the most memorable parts of the trip for me was the gif understand that we'll never have an experience together like this of seeing numerous students challenge—and ultimately, sur- again. I suppose all we can do is store the memory, move on to pass—their perceived limits, both physically and mentally. I am the next challenge, and know we’ll be better equipped to face it truly grateful for my experience on the Outward Bound trip. when it comes. I was able to challenge my own preconceived ideas and forge meaningful relationships with students and faculty alike in the process. Te setting in Bavaria was nothing short of stunning, and it reminded me how rejuvenating experiencing the great outdoors can be for the mind, body, and spirit. Our sunrise summit hike was, without a doubt, one of the most Kat Walser, Red Cross Yoga Service Learning Leader amazing experiences I've ever had in my three years of Academic Travel at TASIS. Te students got to choose what time to get up Te memory that will stand out for me is hiking towards a sum- and they all agreed to get up at 4:00 a.m. in order to get to the mit with our students in the worst weather conditions imaginable summit in time. I couldn't believe it and thought it would be and not knowing if we were going to make it to the top. Although impossible, but they proved me wrong. We started out hiking in we had our mountain guide, we all were waiting for him to tell complete darkness with headlamps. At frst it seemed as though us it would be too dangerous to continue. Cold, tired, hungry, we wouldn't see anything because it was very foggy, and student and scared, we pushed ourselves and leaned on one another for morale began to go down. As we ascended, however, suddenly support, and we made it! Te warm feeling of achievement was we could start to see the blue sky above! It was clear that we were welcoming and oh so satisfying. Academic Travel trips like these going to make it above the cloud line in time for the sunrise! that not only challenge our students physically, mentally and emotionally are life-changing. With that glimmer of hope, the students began hiking faster. We Sonny Lim, Athletic Director got to the top with 15 minutes to spare, and I remember seeing Outward Bound International Jounal www.outwardbound.net 43 During the "hut" excursion, I had the opportunity to get to better know some of my classmates. Te trip to McDonald’s and the spa “I attended the Outward Bound trip in 2013. I really enjoyed when we came back was a great reward.” doing some of the activities in the Outward Bound camp while Ginevra Giacomini ’13 preparing for the actual excursion. I found them to be useful in learning what collaboration is. Regarding the hike, it was tough “Tis trip made me realize what kind of leader I can be and how indeed, but in hindsight I'm very glad to have done it: I think it much being part of a team can facilitate and improve the achieve- made me stronger, and when I think back to it, not all memories ment of the fnal goal. Even though during Outward Bound a are pleasant, but knowing that I made it makes me feel good friend of mine got injured and we had to call the ambulance— about myself. Life is made of experiences, and Outward Bound is which arrived with a helicopter at the top of the mountain—and one of them.” we all had to work together as a team to help him out, it was a Monica Landoni ’15 great experience to realize what I am capable of.” Gabriele Braglia ’13 “It was quite difcult to see how meaningful this trip was right away. When looking back at my vivid memories, I automati- cally compare who I was then to who I am now. Tis trip can “Outward Bound was an incredible experience that changed my be summed up in one African proverb: "If you want to go fast, life, especially climbing to the top of the mountain carrying other go alone. If you want to go far, go together." I encourage all the people's bags; it has increased my endurance.” students to go on this trip, simply because you can't experience it Benedetto Santoboni ’15 through someone else's experience.” Orianna Sibada ’14 “It allowed me to get to know from the inside a culture very “Outward Bound did two important things for me: Firstly, it diferent than mine.” nourished my love for the outdoors and introduced less experi- Ma Fernanda Rex ’95 enced students to outdoor recreation. Secondly, and more im- portantly, it made me feel confdent enough to challenge myself outdoors as well as in a group/team setting. It builds leadership “It was a really great trip with a lot of activities to strengthen our skills and an invaluable trust among peers.” way of thinking as a group. I learned that everyone in a team is Taylor Sayward ’09 really important and useful.” Giacomo Braglia ’14

“Te experience I had at Outward Bound was refected in the years to come in my leadership skills and my understanding of “It was a great experience in team building and helping each terms such as resilience. Tis trip also helped me get to know other in unfamiliar conditions.” myself better, even though I didn't see it at the time. I would love Nicolas Martino ’04 to do this again!” Amandha Cardoso ’08 “I enjoyed all my trips, and Istanbul was also pretty great, but Outward Bound was defnitely a unique experience. I was afraid “Outward Bound really pushed my limits. Walking up a moun- of not being able to do all the activities, so I came out of it with tain with a backpack that weighed more than me was a challenge. a sense of accomplishment. It was also a very good bonding No shower for two days is another thing that I remember, as experience.” well as the outside toilet. However, I remember Outward Bound Mariana Muñoz ’09 O as a really positive experience and would defnitely do it again.

44 GEAR

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Outward Bound International Jounal www.outwardbound.net 45 A History of Challenge Courses

By Mark Wagstaf

The Origin of US Challenge Courses ward Bound curriculum required that each “cadet”, as they were called then, was graded according to his ability in events such as As the challenge course industry continues to grow, it is import- the challenge course, shot put, long and high jumps, javelin and ant that we have a clear picture of our roots. Understanding the other athletics events. Grading was based on progress made in history of our trade allows us to chart a more intentional future. each event. Te popularity of challenge course programming has taken on a life of its own since the early Outward Bound days. Te frst Eskdale was the third Outward Bound School to be developed Outward Bound Schools gave birth to the industry we recog- in England. John Lagoe, the third Warden of Eskdale, felt certain nize today. It is estimated that in the early 1980s, up to 700–800 that the frst ropes course was developed at the Aberdovey courses existed in the United States. Today, it is believed that over School. He stated, “the staf there have told me they have old 15,000 courses operate in the United States alone. Tis article is photos of the early days, showing a ropes course. Being a sea an attempt to add to the historical knowledge of challenge course school, it was obviously sensible to train boys to climb ropes development. on land before they were asked to climb rigging at sea! I sus- pect there’d be a ropes course there from the start in 1941—but Challenge course use for educational and recreational purposes there’s no one lef from that time to confrm it.” Lagoe went found its way into American culture through the Outward Bound on to describe his memories and experience with the Eskdale School system. Joshua Miner and Joseph Bolt discuss the use of ropes course. “A ropes course was included from the start at the ropes courses as an integral part of the frst U.S. Outward Bound Eskdale Mountain School, clearly inherited from Aberdovey… Schools. Tey also stated that the British Outward Bound schools Tere’s a photo of the ropes course in the frst brochure describ- borrowed the ropes course concept from their military training ing the school, and one of the staf on Course Number 4, in 1950, regiment. tells me that it had the usual vertical rope climb, a rope bridge (always known as the Burma Bridge), a rope swing to reach and Jim Hogan’s book, Impelled Into Experience, provided the frst regain on to a horizontal rope, a scramble net. A zip wire, luridly detailed account of Outward Bound’s development in the United called the Death Slide, was added a little later.” Kingdom. Hogan was hired by Kurt Hahn, the founder of the frst Outward Bound schools, to organize and serve as warden Eskdale Outward Bound Instructor, John Lott, recalls distinct of the frst Outward Bound School. Tis signifcant, historical similarities between military and Outward Bound ropes cours- account of Outward Bound’s birth did not document the use of es. Lott was a British Marine in 1956 and 1957. Lott recalls that ropes courses at any of the frst British schools. Former Outward the assault courses he experienced in the military were almost Bound Instructors and pioneers of the adventure education mirror images of the courses found at the Outward Bound industry were interviewed to record their memories of the frst schools. From the beginning, the core group of original Outward challenge courses. Bound instructors had signifcant military experience. It is not surprising that these military trained instructors integrated their Rafe Parker, Outward Bound Instructor at Aberdovey in 1963, prior experience into the developmental process of the Out- believes that the frst challenge course was built at Aberdovey as ward Bound curriculum. While we know the inspiration behind opposed Gordonston. Gordonston was the frst Outward Bound the frst ropes courses, the author of this article has yet to fnd School established in 1934 by Kurt Hahn. Aberdovey was estab- undisputable documentation that determines who and where the lished in 1941 by Jim Hogan under Hahn’s supervision. Parker frst course was built within the British Outward Bound system. remembered his interactions with Captain Freddy Fuller, the While the Outward Bound movement is responsible for chal- second warden at Aberdovey and one of the original instructors. lenge course development in the United States, it is also import- According to Parker, Fuller maintained that a ropes course had ant to know that challenge course curricula were not unique to been on the Aberdovey site since its inception. Te original Out- the British Outward Bound Schools. 46 A movement in France must be mentioned that integrated challenge course type experiences into educa- tional settings in the early 1900s. Tis movement was known as hébertisme, which was derived from the name George Hébert. From 1895–1903, Hébert served as a French Navy ofcer where he cared deeply about the physi- cal conditioning of his sailors. He later became responsible for the physical training of the French navy. In 1913, he gave a demonstration of his training methods before the French Physical Education Congress. “Hébert’s view on education was return-tonature ap- proach with emphasis on development of ‘moral values and virile character’”. He was opposed to analytical exercise and controlled movements when na- ture ofered so many opportunities for varied physical movements. He devel- oped obstacle courses in natural areas that required the use of fundamental movements such as jumping, climbing, running, walking, crawling, balancing, throwing, lifing and carrying. Draw- ings of hébertisme obstacles, found in Cousineau’s manual, resemble mod- ern-day challenge course elements. In addition to emphasis on physical con- ditioning, hébertisme created opportu- nity to discover personal potential and limitations while moving in a natural environment. In 1949, hébertisme was frst implemented in North America at Camp Ecole Trois-Saumons locat- ed near Québec City, Canada. Two Canadian army ofcers who served in France during WWII brought it to Canada. It has yet to be determined if Hébert’s original thinking infuenced Outward Bound challenge course programming

Te First American Challenge Courses American educators interested in Kurt Hahn’s educational model brought Outward Bound to the United States in an efort to immerse American youth in this new brand of educational re- form. Te frst Outward Bound School was established in Marble, Colorado, which opened for business in 1962. Te challenge course, along with many other outdoor adventure activities, became an important part of the frst Outward Bound curriculum. “Tap” Ernest Tapley, designer and builder of the Marble base camp, constructed the frst Outward Bound challenge course in the United States in Bound background to help Hamilton-Wenham faculty develop the 1961. Tapley was sent to the United Kingdom to take an Outward new curriculum. Bound course at Eskdale and experienced a ropes course as part of his preparation to become an Outward Bound Instructor. Staf member Karl Rohnke and a group of afer school high school Tapley brought back what he had experienced and built the frst sophomores built a challenge course used primarily in physical course in an aspen grove with the help of fourteen students from education classes. Te course was built behind the school’s football the Colorado Academy in Denver. Tapley also picked up design feld in a stand of beautiful, mature beech trees. Te course was ideas from his past service with the US Army’s 10th Mountain constructed with whatever materials were at hand—goldline and Division. British Outward Bound instructors, Higel Peacock and manila hemp ropes, 1/2-inch cable and a ladder. Te height of Ralph Cough later approved the course and made a few minor elements went only as high as the ladder or tree climbing would adjustments. Te entrance to the course was a forbidding 35-foot allow. High elements included a cable Zip Line, Two Line Bridge, rope ladder. According to Miner and Bolt, the challenge course Cat Walk, Commando Crawl, Belly Buster and Cargo Net Swing. produced apprehension in the students the same way rock climb- Goldline belay ropes were hung through single alloy or steel ing and rappelling did. carabiners. Low elements constructed included an All Aboard, Everybody Up Stumps, Vertical Poleand Tire, Tension Traverse, Tapley also served as mountaineer advisor for the Colorado Barrel Pull, Wall, Beam, Spinning Spool, Hickory Jump, Sneaker Academy in Denver. Te headmaster and founder of the Colora- Graveyard and Flea Jump. Debriefng the experience was primarily do Academy, Chuck Froelicher, was also a founding member of a question and answer session similar to what had been passed the Colorado Outward Bound School. Froelicher believed deeply down from the Outward Bound process. in the Outward Bound process and integrated key principles into his school’s curriculum. Froelicher asked Tapley and academy Te majority of the new curriculum focused on the 10th grade physical education class. “But, English, history, science, theater students to build a small challenge course in a one acre wooded arts, and counseling were also explored in the context of what area on academy grounds area known as Sherwood Forest. Tis became to be known as ‘adventure activities.’” Bob Lentz, former was probably the second course built in the United States for Outward Bound instructor, teacher and principal, became the frst educational use. Students participating in these frst US challenge director of Project Adventure. “Bob found in the Project Adven- course experiences were put on belay and encouraged to take ture curriculum a way to help students become more ‘alive, alert, a practice fall so student belayers could practice catching a fall. and responsible’ inside schools, and to institutionalize the process”. Students were debriefed afer the event to bring out the whole In 1972, Karl Rohnke built the frst Project Adventure indoor experience. Te use of challenge courses for educational purpos- climbing wall for Newburyport, another northeastern high school. es had taken root in the United States!

Continued Push Toward Birth Of An Industry Mainstream Education All courses in the 1960s and 1970s were constructed in-house refecting individual ingenuity. No universal standards or formal Early American Outward Bound instructors began taking their risk management protocol existed to manage these programs. No expertise to other settings. Programs were slowly being established formal staf training existed, so experience was gained through in the late 1960s and early 1970s. Outward Bound instructors built trial and error. Tere were no national organizations promoting a challenge course at Lincoln-Sudbury High School in Lincoln, the use of courses, which lef the early pioneers of challenge course Massachusetts. Mike Stratton, former Colorado Outward Bound programming isolated. Te frst formal gathering of challenge Instructor, constructed a few elements for the Carroll School course professionals occurred in 1988 at the North Carolina Out- near Walden Pond in MA. Stratton created a climbing wall out of ward Bound School. In 1991, this seminal group of professionals boulders, sometimes over 100 pounds each, by imbedding them decided to form a national organization to support the develop- into a cinder block, gymnasium wall. Karl Rohnke, NC Outward ment and standardization of challenge course practices. Tis was Bound instructor, created a challenge course for Southern Illinois the formation of the ACCT. University. Tracking down the information contained in the article was Te Outward Bound phenomena also spawned an entire move- difcult but rewarding. Much of our history has been oral and as ment of adaptive Outward Bound programs that promoted a result the true facts may be somewhat distorted. While Outward challenge course use. One of the most infuential organizations in Bound can be singled out as the frst educational curriculum to challenge course development has been Project Adventure. Project jump start US challenge course programming, you could see that Adventure is noteworthy because its focus was on reforming many individuals added their own brand of creativity to shape our the traditional education system. Jerry Pieh, principal of Hamil- present. I invite readers of this article with historical knowledge to ton-Wenham Regional High School, M.A., had a genuine interest contact me if you feel facts are inaccurate or misrepresented. It is in educational reform. Jerry had helped his father, Bob Pieh, start important that we accurately record our past before it is lost! the Minnesota Outward Bound School. Jerry developed a deep appreciation for the power of the Outward Bound experience. NOTE: Tis article has been adapted from a chapter in Developing Jerry and a colleague, Gary Baker, submitted a grant proposal to Challenge Course Programs for Schools, edited by Wurdinger and the federal ofce of education to integrate Outward Bound into Stefen. Used by permission of Kendall/Hunt Publishing Company mainstream education. Te new program, developed in 1971, was Note: Tis article has no references. For a complete list of referenc- called Project Adventure. Jerry was able to hire staf with Outward es, please contact the author [email protected]. O 48 By Mark Evans

On January 27, 2016, afer 1,300 kilometre and 49 days on foot an opportunity to celebrate the 45th year of His Majesty Sultan and by camel, Outward Bound Oman Training Manager Mo- Qaboos Al Said, and the deep and enduring trust and partner- hammed Al Zadjali and Executive Director Mark Evans, with ship between Oman and the United Kingdom. Bedouin Amur Al Wahaibi, arrived at Al Rayyan Fort in Doha, having followed the 1930 trail of forgotten explorer Bertram Tomas was born into a humble background in the village of Tomas across the Empty Quarter of Arabia. Teir successful Pill, near Bristol. His father was a pilot on the Avon River and his crossing was the frst time anyone has attempted the journey in mother ran the post ofce. In the First World War he signed up 85 years. for the North Somerset Yeomanry and found himself in Mesopo- tamia, mixing it with the greats that were Gertrude Bell and Ar- Te 1930 achievement of the little known Tomas and his Omani nold Wilson. His talents did not go unnoticed and once the war guide Sheikh Saleh bin Kalut, have been lost in the sands of time, was over, Tomas found himself appointed as fnancial advisor overshadowed by Wilfred Tesiger’s beautiful black and white to Te Sultan of Oman, where over a period of four years, aware images and poetic writing. One of the aims of the recent journey, that Philby in Riyadh had similar desires, he secretly hatched the frst time since then anyone had been given permission to plans to cross the largest sand desert on earth. attempt the same route from Salalah in southern Oman, to Doha, the capital of Qatar, was to put Tomas back on a pedestal, and Te world of exploration at the time was a vibrant one—Peary give him the recognition his achievements deserved. It was also and Cook had both laid claim to the North Pole, Amundsen had

Outward Bound International Jounal www.outwardbound.net 49 reached the South Pole, and Mallory and Irvine were at the cut- Our main challenge was to fnd the key to unlock the door, ting edge of eforts to reach the summit of Everest. With the poles and get permission not only to enter Saudi Arabia at a remote, claimed, attention was focused on the vast interior of Arabia. Te unmanned location, but also to spend one month walking with exploits of T.E. Lawrence in the Hejaz had attracted the attention camels across the sensitive eastern province. An issue of equal of the American reporter Lowell Tomas, and the moving images concern was to fnd camels tough enough to withstand the de- he captured of the dashing Lawrence played to over 4 million mands of walking 30 to 40 kilometres per day, for 50 or so days, people, from Covent Garden in London to Madison Square with limited food and water. Camels, like humans, have gone sof Garden in New York. Te world was obsessed with the romance in recent years—rather than wandering the sands in search of of Arabia, and in 1930 the race was on to become the frst person rain-fed grazing, today they tend to lead static lives, with water to cross the Empty Quarter. trucks bringing water to them and locally grown fodder crops being served up each day. On December 10, 1930, Bertram Tomas set of from Salalah, walking into the unknown, with no maps to follow. He would To give them every opportunity of succeeding, and to protect the survive through his own wits, good fortune in terms of rains and sensitive pads on the base of their feet, we parked our four camels grazing, and the skills of a local Bedouin, Sheikh Saleh bin Kalut. Sheikh Saleh was the only person who accompanied Tomas all (all female, from the Royal Cavalry) at a Bedouin community on the way to Doha, other Bedouin only daring to go to the edge of the southern edge of the sands, and on December 10, 2015, 85 their tribal areas. Much of his journey took place during the holy years to the day since Tomas and bin Kalut started their own month of Ramadan and was racked with constant uncertainty, as journey, my two Omani companions, Mohammed Al Zadjali relay teams of camels and men were needed for him to achieve and Amur Al Wahaibi, and I set of on foot from the old souq in his goal. Had rains not fallen the previous year, there would Salalah, on the edge of the Indian Ocean. As we did so, playing have been no grazing, and no grazing meant there would be no in cinemas throughout Oman, and on the Oman Air In-Flight people, and no camels. In such a situation, the only option would entertainment systems was an awareness raising 60-second video have been to retreat back to safety along the line of wells they had clip that used some of Tomas’s original footage shot in 1930, followed to date. digitized in a project funded by the society.

Afer 56 days, having crossed what he later described in his book Our journey, which took place primarily thanks to the unstinting Arabia Felix as “an abode of death”, Tomas and bin Kalut walked eforts of His Excellency Sayyid Badr Al Busaidy, secretary gener- into the Emir’s mud-brick fort in Doha. Such was the level of al at the Ministry of Foreign Afairs in Muscat, did not set out to interest that the news quickly made the front page of Te Times be a frst, or fastest, but was, amongst other things, a celebration in London, and in New York. Tomas frst lectured at Te Royal of slowness that attempted to reconnect Omani, Saudi, and Qa- Geographical Society, where he was awarded the Founders Med- tari people to their rich culture and heritage, and to show a side al, and his early images of southern Arabia are carefully stored in of the Middle East diferent to that which normally dominates the archives today. His contribution to science was considerable, the media. With the Empty Quarter now being emptier than it not only through his anthropological work, but also through the has ever been, many of the waterholes used by Tomas are long collections he made of fora and fauna. abandoned and full of sand. With much uncertainty regarding water supply, we made the early decision to use two 4x4 support 2015 was the 85th year since Tomas and bin Kalut had lef vehicles to carry tightly rationed water, which would be supple- Salalah, and coincided with the 45th year of the reign of His mented by the possible discovery of water in the sands—Tomas Majesty Sultan Qaboos as the ruler of Oman; the planets were in alignment to attempt to retrace this historic journey. His High- had used a sextant to record the location of the wells he used, ness Sayyid Haitham bin Tariq Al Said was appointed Expedition accurate enough for his needs, but little help in reality when Patron in Oman, along with HRH Prince Charles in the UK and searching for a small well on the ground in what could be an area His Excellency Sheikh Joaan bin Hamed Al Tani in Qatar. of up to 15 kilometre square.

50 At the start of the journey, our vehicles carried 50 days’-worth steady speed of 6 kilometres per hour. Our day would end some of food, carefully labelled, packed and sorted into 25 plastic 30 to 40 kilometres later, an hour before sunset, when we would crates. In the frst two weeks we barely touched a crumb, over- hobble the camels, gather wood for the fre, bake bread under the whelmed by more than 1,000 unexpected visitors who sought us sand, and settle down for the nightly star show. out even in the most remote of locations in southern Oman each day. A desert expedition in Arabia is no place for a vegetarian. Afer a few weeks that saw us following a line of small wells to the “You cannot enter the land of the Al Kathiri without accepting northwest, the large dunes of Dakaka gave way to the fatter sand our hospitality,” announced a proud Omani Sheikh, and in an sea of Sanam, and we were able to start what Tomas described ongoing efort to out-do the hospitality of the previous gather- as ‘Te Northward Dash’ for Doha, still several hundred kilo- ing, by the time we had reached the border with Saudi Arabia metres ahead. As we steadily descended to the Arabian Gulf the we had consumed twenty-seven goats, in addition to several sands gave way to gravel, and eventually to the dreaded subkha, camels and sheep. Any hope we had of losing weight was initially a salt-encrusted mudfat that afer rains can be treacherous terri- slim. Amongst the tory for the camels. visitors were some Like Tomas, at this so old (none knew point we were beset exactly how old, by several days of as nothing was heavy dew and thick documented at the fog, making naviga- time of their birth) tion a challenge, but that, despite having hiding the sun from limited sight, and view until midday. being unstable on their feet, several On January 27, 2016, produced well-pre- some 49 days afer served black and we had lef Salalah, white images of riding fresh camels them as young sent by the Emir of men, standing Qatar, we arrived at proudly with Al Rayyan Fort in Tesiger and his Doha. Te Empty camels at a water- Quarter had been hole. crossed!

Afer trekking through the frankincense-clad Qara Mountains, As with all expeditions, the end of the physical journey does not where we followed the footprints of striped hyenas and discov- mean the end of the project. One of the key aims of our journey ered 4,000-year old pre-Islamic rock art, we were re-united with was to create role models to which young Omanis could aspire, our own camels. Our passage across the border into Saudi Arabia and to that end Mohammed and Amur have been busy deliv- was uncertain until the eleventh hour. Verbal assurance had been ering a series of 30 lectures to more than 5,000 young people at given, but we had nothing as yet for us to show a dubious, heav- schools and colleges throughout Oman, promoting Outward ily-armed border guard at one of the most remote of unfenced Bound Oman’s aim to develop the next generation of leaders for and unmarked borders. One day from arrival, word reached us the nation. Twenty-three hours of flm are being edited into a that we were in, by Royal Command of the King himself. Te documentary, due to be released later this year, and the book is enormous star dunes of Dakaka, where it had not rained for sev- scheduled to launch on December 1, 2016. en years, made for the most beautiful of landscapes, and whilst Remaining frmly in the footsteps of Tomas, a lecture is the nighttime temperatures dropped to a low of 0.4 degrees C, for scheduled at the prestigious Explorers Club in New York, where the most part a northerly wind made daytime progress bearable. Tomas was made an honorary member in 1932. On November 28 an exhibition will open at Te Royal Geographical Society in On days when that wind did not blow, temperatures rose and London, which will run until December 16, 2016. Te RGS was camels bellowed, kicked, and spat in protest. Our daily routine the frst place Tomas lectured on his return from Arabia. His was a simple one; each night we would sleep on the sand, Amur expedition images are stored in the archives and will form the would rise frst before dawn to pray, and by 0630 we would have basis of an evening lecture to be held in the Ondaajte Teatre on un-hobbled the camels and be on the move, keen to get as many December 1, 2016, to be followed by the book launch. A UK lec- kilometres under our belts in the cool morning air as we could. ture tour, funded by the Anglo Omani Society, will take place in We would always walk for the frst couple of hours, by which the spring of 2017, and will include Bristol, where Tomas grew time the camels would have settled, ready for us to ride along at a up, and Cambridge, where he studied. Outward Bound International Jounal www.outwardbound.net 51

An excerpt from the forthcoming book, In proud and loving memory of Bertram Sidney Tomas, CMG, Crossing the Empty Quarter, Chapter One: OBE, PhD, Arabian Explorer, who passed into higher life on December 27th, 1950, aged 58 years. Closing an Epoch And that was Bertram Tomas, the frst documented westerner Te metal blade of the shovel hit what might have been a human to cross the largest sand desert on earth, a forgotten explorer bone, and I had an increasingly uneasy feeling that we shouldn’t who I had been researching for several years; no fuss, understat- ed, no grand towering grave to draw attention to himself or his be doing this. We had been digging for 20 or so minutes in the achievements. Yet at the same time, always shrouded with a hint graveyard of St George’s Church, in a small village just south of of mystery and intrigue; passing away on December 27th, but not Bristol, and from the directions I’d received from both the local being buried until June 1st the following year, despite dying in council and the local historical society, I was convinced that the house where he was born close to this very churchyard. we were in the right place. But I had been pacing up and down between graves for some time, unable to fnd the headstone that His father was a harbour pilot, guid- I was looking for. Te two old garden- ing boats through the mud-banks ers had joined me, and for some time and currents of the River Avon, and they had been watching with justifable his mother ran the local post ofce. suspicion. Tomas’s early horizons were limited to the local area, until he signed up for the Somerset Light Infantry and “I’m looking for the grave of a local the First World War took him to the man who went on to become a famous battlefelds of Belgium, and then on explorer just over 80 years ago,” I said, to Mesopotamia (now Iraq). By the “with the name Bertram Tomas”. time the war ended, Tomas had made Arabia his home, and had “Never heard of him”, said one, whilst been seduced by the challenge of the second scratched his head, took the unknown desert at its heart. He of his cap and, having given it some was appointed assistant politi- thought, agreed, and suggested that we cal ofcer, working under such start digging in the location marked on the infuential characters as Gertrude map, just in case the headstone had fallen Bell, Philby, and Arnold Wilson, from whom he learnt a great deal. Described as a quiet and serious man, Tomas was unde- forward and was now covered by grass. terred by the inhospitable terrain, merciless heat and fractious tribes. His plans began to take shape during the winters of the Wet, defeated, and worried that continued digging might end up late 1920s. In 1925, he had been appointed to the Council of exhuming something unpleasant, we retreated into the church Ministers of Muscat and Oman as Financial Adviser, a position to shelter from the relentless rain, and to search for something he held for fve years, until 1930. His prime role was to sort out that might help us fnd what I was looking for. At the very least, the Sultan of Oman’s fnances, something he proved not to be the hand-written burial records book stored in the small room very good at. Looking back, it is clear Tomas arrived in Oman behind the altar confrmed that Bertram Sidney Tomas, from with a burning desire to become the frst person to cross the vast the village of Pill in Somerset, had indeed been buried here on and unexplored Rub Al Khali, or Empty Quarter desert. June 1st, 1951, aged 58 years old. Armed with fresh enthusiasm, we stepped out once more into the rain, and counted out the Te virgin Rub Al Khali, the great southern desert! To have laboured in Arabia is to have tasted inevitably of her seduction, number of rows and columns that should lead to the correct spot. and six years ago I lef the administration of Transjordan for And there in front of us, it was; it turned out I had counted my the court of Muscat and Oman. I already cherished a secret rows and columns from the wrong point initially. A small, angled dream. Te remote recesses of the earth, Arctic and Antarctic, tablet of stone, hard to read not only because it was covered in the sources of the Amazon and the vast inner spaces of Asia and lichens and moss, but also because all of the lead had been stolen Africa, have one by one yielded their secrets to man’s curiosity, from inside the lettering, lay in the shadow of his mother’s and until by a strange chance the Rub Al Khali remained almost the father’s much larger headstone. It read, last considerable terra incognita… Tis pre-occupation led to criticism of Tomas from the local Tomas was not going to let anything stop him. On October 4th, British political agent, “for paying insufcient attention to his 1930, he slipped quietly and secretly out of Muscat to board a duties in favour of his travels and exploration, resulting in fnan- British oil tanker that would carry him along the coast to Dhofar cial laxity and mismanagement”. He chose to work through the and the southern city of Salalah. Afer being carried ashore by stifing heat and humidity of the summer, which enabled him to dhow, he rode along the coast by camel to make his base for use the cooler winter months for exploring. In the winter of 1926 preparations. Despite a sleepless series of days, Tomas immedi- he completed a two-week journey on foot and by camel from ately started an exploration into the frankincense-covered Qara Muscat to Sharjah (in what is now the United Arab Emirates), mountains, where he remained for two months, undertaking sci- followed in the winter of 1928 by a much longer journey along entifc and anthropological research before returning to Salalah, the coast from Bani Bu Ali, to Salalah, the main city of Oman’s sufering from dysentery. southernmost province, Dhofar. It was on this journey that he developed the relay system of tribal teams, and fresh camels that Tat expedition was a prelude to the main feat: to cross the Emp- would see him achieve success on the biggest challenge of all. ty Quarter. One problem was that Tomas knew that if he told anyone of his ultimate intention, he would have been prevented: All of these journeys did little to hide his secret desires, and the ofcial position of both the Omani and British authorities whilst Tomas never publicly declared his intent, it was clear that was that tribal disputes made exploration foolhardy. Sultan Taimur, the ruler of Oman, had an inkling of his dreams. My plans were conceived in darkness, my journeys only her- “Why aren’t you married, Oh Wazir1”? I expatiated on the alded by my disappearances, paid for by myself and executed difculties under which a Christian laboured, especially one under my own auspices. Te desert crossing would never have serving in the east, and pointed to the comforting doctrine that been sanctioned. Salalah knew of my presence: it must not for a man it was never too late. “Ah” said the Sultan, knowing know of my plans. Secrecy was imperative. To disclose them my secretly cherished desire. “Quite right. Insha’allah, I will help would be to invite hostility and the news would spread abroad, marry you one of these days to that which is near to your heart as all news spreads in Arabia, with the speed of the telegraph, – the Rub Al Khali, Insha’allah!” and unauthorised accretions that would not disgrace a London evening newspaper…. “A virgin indeed”, quoth Khan Bahadur, his private secretary. 54 It was in Salalah that Tomas was to meet Sheikh Salih bin Kalut for newness’ sake, but Tomas is the last; and he did his journey Al Rashidi Al Kathiri, the only Omani who would ultimately in the antique way, by pain of his camel’s legs, single handed, at his accompany him on the entire journey from sea to sea across the own time and cost. He might have fown an aeroplane, sat in a car, Empty Quarter. As a result of this, bin Kalut has evolved into an or rolled over in a tank. Instead, he snatched, at the twenty third Omani hero, about whom legends are still told today. Whilst the hour, feet’s last victory and set us free—all honour to Tomas’. team that made up the frst ever crossing was made up almost en- tirely of Omanis, Sheikh Salih was the only member of the team Other than a black and white photograph taken by Tesiger in to complete the entire crossing, with others only willing to go to 1945, and a mention in his classic book Arabian Sands, little is the edge of their own tribal areas. known of what became of Sheikh Salih afer they had reached Doha. Like many Omanis at that time, there is no written record Bin Kalut’s skills of organisation, desert navigation, and leader- of when he was born, but it is known that he outlived Tomas, ship of the men were critical to the success of the journey. Even and passed away in Dubai, where he had been seeking medical more critical were his skills as a diplomat. As the group travelled treatment, on December 15th, 1953, some 22 years afer his great from one tribal area to another, there was always the potential for achievement. problems, even fghting; the fact that neither of these became se- rious issues was in many ways thanks to his skills of negotiation. Tis book tells the tale of men and a journey largely forgotten in the sands of time; it also tells the tale of my own journey and I took an immediate liking to Sheikh Salih. He bore the most those who made it with me, to follow loosely in their footsteps, magical name of bin Kalut – Kalut, the most famous lady in all some 85 years later. the sands, daughter of a famous warrior, and mother of three warrior sons. Salih was a short man, big of bone, with a rather large head, bald – unusual for a bedu, even of Salih’s 60 years, About the Author and a heavy jowl. His brow was big, perhaps from his baldness, and his eyes large, his countenance open and frank, his voice Mark Evans (www.markevans.global) is the Executive Director slow and measured; he inspired confdence …. of Outward Bound Oman, Founder of Te University of the Desert, and Patron of the Andrew Crof Memorial Fund. He was Wilfred Tesiger, the famous desert explorer dubbed Mubarak awarded the MBE in 2012 for his work in the feld of intercultural bin London (our friend from London) by his Bedouin col- dialogue. leagues, met bin Kalut in Dhofar in 1945, and described him as “…immensely powerful. His body was heavy with old age, so that On December 1st, the expedition book will go on general sale he moved with difculty, and rose to his feet only with a laboured Advance orders can be placed at crossingtheemptyquarter.com/ efort, and afer many grunted invocations of the almighty. He book/ O seldom spoke, but I noticed when he did, no one argued”.

Tanks to the skills of bin Kalut, and the tenacity of Tomas, on February 5th, 1931, some 58 days on foot and by camel afer they had lef Salalah, they approached the mud brick towers of Doha (the capital of Qatar); the journey was over, the race had been won, and legendary Arabic hospitality awaited them.

Tomas’s purpose was never solely to get to the other side of the desert. Despite fears of their purpose being misunderstood, he carried scientifc instruments as well as a still and a cine camera so that he could collect and record the fora and fauna he found on his journey. He collected 400 natural history specimens, 21 of them new to science, and many of which are today stored in the Natural History Museum in London.

News of the success, sent by telegram from Bahrain, caused a global sensation, making the front pages of Te Times in Lon- don, and the New York Times. In the years to follow, Tomas lectured far and wide, sharing tales of his journey with audiences around the world, and he was honoured with some of the highest medals that can be bestowed on explorers, including the Found- ers Medal of the Royal Geographical Society, the Cullum Gold Medal of the American Geographical Society, and the Burton Memorial Medal of the Royal Asiatic Society.

His book, Arabia Felix, was quickly published in 1932, and in the foreword, T. E. Lawrence wrote, ‘few men are able to close an ep- och. We cannot know the frst man who walked the inviolate earth 56 Omani youth account for half of the country’s population and will the world’s oldest human resource development organisations. Today be entering the workforce in increasing numbers over the coming Outward Bound reaches participants in more than 30 countries, who years. As a founding member of Outward Bound Oman (OBO), take part in the challenging journeys of fostering personal growth Shell is committed to supporting the country’s next generation by and development while increasing employability and environmental complementing the academic training they receive in schools with awareness. key leadership skills to prepare the country’s youth for Oman’s rapidly evolving economy. “Outward Bound Oman gives us the opportunity to equip our students with very important skills Unlocking human potential is at the heart of "OMAN IS HOME TO for the future,” says Dr Nasser Al Ghanabousi OBO, which “focuses on developing skills that THE ARAB WORLD’S from Oman’s Ministry of Education. Te four- are not normally developed in schools,” explains ishing partnership of a shared vision between the Chairman of the Arab world’s frst Out- FIRST AND ONLY Oman and Outward Bound receives praise from ward Bound school, Hilal Al Mawali—a Shell OUTWARD BOUND the participants both anecdotally and from inde- secondee who has been tasked with leading pendent research conducted by the Ministry. Dr this emerging success story into its next phase PROGRAMME" Al Ghanabousi adds that the Ministry is looking of growth. With a strategic focus on the two for ways to develop and expand the programme most important aspects of success: supporting to provide additional opportunities for Omani youth development in Omani and the long-term sustainability of the youth to cultivate ‘21st century skills’ which encourage personal and programme, it is abundantly clear upon meeting Al Mawali that he is professional success. up for the challenge. “Te sort of leadership skills that we are developing, like self-conf- Nurturing the Character of Omani Youth dence, communications, time management and planning, are all for the purpose of preparing youth for the work environment,” adds Al Launched in May 2009 with the Ministry of Social Develop- Mawali. By supporting leadership development, Outward Bound’s ment and the Ministry of Education, in strong collaboration with ambitions compliment Oman’s long-term vision both from an edu- founding partners Shell, Dentons and Suhail Bahwan Group, OBO’s cational and economic perspective, according to Dr Al Ghanabousi mission refects the importance His Majesty Sultan Qaboos Bin who supports the OBO team through the Ministry of Education’s Said’s government places on preparing young people for the future. partnership. OBO operates in some of the country’s most inspirational outdoor settings, providing hands-on, journey-based courses that expand Shell’s Social Investment in Outward Bound Oman young people’s horizons, giving them the confdence to achieve things they never thought possible, as well as a fresh perspective on “We are a long-term investment in the grassroots of Oman because life with tangible and lasting benefts to increase their leadership the future of this country lies in its young people, and it’s a matter of skills and employability. making sure that they are prepared for the future in a rapidly evolving country,” says Mark Evans, General Manager of OBO. In line with Outward Bound: Human Resource Development Shell’s pledge to corporate social responsibility, through its investment in OBO, Shell is demonstrating its continuing commitment to the While OBO’s success is a direct refection of its partnership with Sultanate of Oman’s local community development as a responsible Oman, Outward Bound has a long global legacy of helping to nurture, corporate citizen that cares about the future of young Omanis. With develop and enrich the lives of countless programme graduates from the right values in place and programmes that fll in the gaps between nations around the world. Founded in the United Kingdom in 1941, education and employment, Omani youth are growing more conf- this year Outward Bound celebrates its 75th anniversary as one of dent and realising that anything is possible.

Courses are all journey based, taking place in the deserts, mountains and wadis of Oman. OUTWARD BOUND OMAN RETRACES HISTORY: GENERAL MANAGER COMPLETES HISTORIC EMPTY QUARTER DESERT Journey’s end; Amur Al Wahaibi, Mark Evans and Mohd Al Zadjali at the gates of JOURNEY Al Rayyan Fort, Doha, Jan 27, 2016. 85 years ago, British explorer and former Shell employee, Bertram Thomas and his Omani guide Sheikh Salih bin The original Khanjar carried across the Kalut Al Rashidi al desert by Sheikh Saleh bin Kalut in 1930. Kathiri, led the frst The original Khanjar carried across the desert by Sheikh Saleh bin Kalut in 1930. recorded crossing of the Empty Quarter, or the Rub Al Khali, the largest sand desert and one of the most dangerous landscapes in the world. The site is also one of the world’s most oil rich places on earth encompassing four countries. This year Outward Bound Oman’s General Manager, Mark Evans, Mohammed Al Zadjali, OBO’s Training Manager and Amur Al Wahaibi rewrote history by completing this journey in January of 2015. Evans serves as an inspiration for the OBO participants and hopes that his crossing of the Empty Quarter shows that the impossible is possible through perseverance and partnership, encouraging Thomas described the central sands as ‘An Abode of Death’. Oman’s youth of their own potential.

58 “THE FUTURE OF THIS COUNTRY IS ITS YOUNG PEOPLE”

Courses in Oman are normally single sex; Outward Bound Oman has three full-time female instructors.

Inside the Outward Bound Oman Experience From a Single Room to the Top of Oman

To see frst-hand the impact OBO is having on the local community, Since its establishment in 2009 in a single room without any imagine for a moment a beautiful sunny day in the middle of Oman’s desks and chairs, this year alone the programme has trained winter. Te young team sits under a shaded tree taking a short rest on more than 1,351 participants, conducted 82 courses and now their 4-day long journey. Te young boys have already become a team, has 18 full-time staf. And OBO’s growth includes plans to build evident by the jokes and smiles exchanged between the small group and three world-class centres in the heart of the country’s outdoor their trainers—most of whom are Omani. Asked about their experienc- classrooms: from the desert of Oman to the top of Jebel Al es, they grin widely. Tey’ve learned so much. “Time management,” “the Akhbar, part of the mountain range that includes the highest importance of team work,” “managing our responsibilities,” and so forth. point in Oman and in eastern Arabia. Today, Shell is an integral part of OBO’s growth with a deep commitment to Oman’s future What is clear is that the vast, immense terrain and natural beauty of demonstrated through the secondment of Al Mawali, former Oman make it an ideal environment for such a journey. “Oman is the General Manager of External Afairs, Shell Development, who key to the success of Outward Bound and Oman,” says Evans, because now serves as the Chairman of Outward Bound and who will “the future of this country is its young people.” oversee the next phase of Outward Bound’s growth.

A journey inside a day in Outward Bound vividly refects Evans’ words. Shaded from the winter’s sun, the group has formed a semicircle on Partnering to Unlock the Future of Oman’s Youth the desert ground. Te Outward Bound staf enquire what the students have learned at this juncture of the journey. Te deaf young students Shell is active in Oman across its oil and gas industry, through boast proudly in sign language that their confdence, teamwork and OBO and other social investment programmes, contributing to time management have all been put to the test. During this journey they the sustainable development of the country by advancing the have failed at times, but that failure is what they have been learning from development of the country’s greatest assets: its next generation. during the course. While Oman’s Outward Bound is just a few years old, it is begin- ning to make a profound diference as Oman’s youth take steps Teamwork and partnership, core skills emphasised in every Outward toward the future. Similar to the journey participants go through Bound course were appropriately what brought Outward Bound into in the Omani wilderness, Evans says: “the end of the Outward the country in the beginning of its journey in 2009. Together, the part- Bound course is the start of the journey, and if we’ve done our ners have made Outward Bound an efective youth programme which is job right, they should go home wanting to make a diference.” O having a remarkable impact outside the traditional classroom. A contin- ued strong collaboration will be key to OBO’s next chapter of progress.

Outward Bound International Jounal www.outwardbound.net 59 60 By Maxine Davis

It's 1965 and 24 teenage girls are about to have an experience that We boarded a bus that took us to the edge of a wilderness back- will change their lives forever. Who were these girls and what did country covering some 2.2 million acres of lakes, rivers, granite they do? Women Outward Bound is a documentary about those outcroppings, bogs, rivers, and waterfalls. We soon learned that girls, what happened to them, and how 30 days in the wilderness we’d get dirty and wet — but could also clean up and dry out. We taught them they could do more than they ever thought possible. paddled white water. We climbed rocks and ropes and plunged into very cold water. We gained the physical strength and mental Outward Bound opened its frst school in Great Britain in 1941. tenacity to travel safely in "brigades" through the wilderness for Its mission: to give young seamen the ability to survive harsh the next 30 days. conditions at sea by teaching confdence, tenacity, and perse- verance, and to build experience in harsh natural conditions. Tose girls and I came to Minnesota Outward Bound School Te frst American Outward Bound school opened in 1962, in with such diferent backgrounds, abilities, and weaknesses. When Colorado. Tree years later, at the recently established Minnesota we lef, many of us took something with us that we didn't realize Outward Bound School, 23 young women and I signed onto a we'd found — what I call “grit.” course held in the Boundary Waters region in northern Minnesota. Close to 50 years have passed, and Ours was the frst women’s Outward girls need grit more than ever. What Bound course held in the United is grit? Perseverance, cooperation, States. risk-taking, dreaming big. How do we develop these qualities in girls? Gene Caesar wrote of our expedi- Whether a girl wears shorts, a hijab, tion in Seventeen magazine, “I had or a sari, when they take leadership expected an assortment of mus- roles as women, our entire world will cle-molls…. Instead, I saw two doz- be better for it. With Women Out- en feminine young women, several ward Bound we have a rare oppor- tunity to follow a group of girls who of whom, as a north woods guide early on learned to value grit and take would say, wouldn’t have weighed it into their lives as women. a hundred pounds wringing wet — which they were destined frequent- Today, so many girls and women ly to be.” feel judged for everything from their looks to their grades. Trees and water Along with most others, he thought and rocks don't care what you look “… the country’s teenage girls are like. Tey don't judge. When a girl sof, pampered creatures.” Were we? fords a brook, climbs a rock face, or Or, as girls, had we just never had our chance to fnd out? sits quietly listening to wind, she can truly be herself.

Most likely most of us watched Miss America walk her runway How girls and women change when they spend time in nature is with tiara and tears. We wouldn't see the likes of Venus Williams difcult to explain. Instead, this new documentary, produced and or Hillary Clinton for years. directed by one of those frst girls in 1965, shows it.

We each had our reasons for signing on, but none of us knew For further information about Women Outward Bound please visit how those weeks would change our lives. www.womenoutwardbound.com O

Outward Bound International Jounal www.outwardbound.net 61 By Koichi Inasawa

Like in many other parts of the world, Japan is facing econom- Our new initiative focuses on spreading the Outward Bound ic difculties. As a result, many households and young people spirit and core values of our philosophy into the mainstream have less income than in the past, and many consider recruiting school education system. Te Ministry initially requested that we students to have become increasingly difcult for our Outward provide camping experiences for students. However, schools were Bound School. Tis not only makes running Outward Bound placing the emphasis on entertaining their students through fun Japan more challenging, but it also means that fewer young peo- ple are getting the valuable experience that our courses ofer for events, rather than focusing on educational elements. Terefore, economic reasons. Outward Bound Japan has started working to improve the educa- tion system in a number of ways. Te most important time to teach people the values of our motto is when "Te most important time to 1. Our frst initiative is to send Outward they are young and still developing their teach people the values of our Bound instructors to schools to give adult personality. OBJ therefore came lessons on building relationships and up with the idea of proactively working motto is when they are young improving interpersonal communication with elementary, junior high, and high skills. Tis year, Outward Bound Japan schools, either directly or through their and still developing their school boards, to try to persuade them adult personality." gave this ‘Communication Course’ to to provide elements of our Outward frst-year students aged 15–16 at a high Bound courses in their curricula. school in Hyogo Prefecture. Interest- ingly, each school we have visited has given this program Te current problem with the Japanese education system is an an original title such as ‘Adventure’ or ‘Force for Human overemphasis on academic knowledge over life skills. Many Improvement.’ One student who took this course stated: students have a narrow sense of values, resulting in problems “Trough this class I learned about the difculty of speaking including bullying, absenteeism, a lack of the consideration for and listening to others. It was a really meaningful experience others, a decrease in communicative competence, and lower lev- because I didn’t realize that this kind of communication was els of motivation. Te emphasis on students performing well ac- ademically has made many of them depressed and unconfdent. so important until now.” None of this leads to the strong cooperation between people with diferent values that we need in today’s globalized world. 2. Our Outward Bound Japan staf now accompany students Indeed, the Ministry of Education has decided to reform the on school camping events to introduce our ‘Adventure university entrance examination process for 2020 to address Program,’ which we are currently running at a junior high some of these issues. It will focus not only on the quantity of school in Okayama Prefecture. In addition to providing academic achievement, but also on the power of self-expression, guidance for the outdoor activities, we also teach pre-camp good judgement, reasoning ability, self-decision making, and classes in which we help students to set a target for the camp, cooperation. Tese are also the main themes of youth develop- and the post-camp classes in which we discuss how to refect ment that Outward Bound Japan has been focusing on since its establishment. on the experience to help them with their school life. 62 3. Outward Bound Japan also provides training for teachers, to spread the concept of the Outward Bound spirit in their day-to-day educational activities. Our staf travel to schools and provide lectures for teachers, or meet with them to discuss how to take advantage of what they have learned in the classroom and through OBJ camping trips. In Japan, teachers need to update their license every ten years, and because Outward Bound Japan is accredited by the Ministry of Education to ofer updated training sessions, many teachers attend our courses every year. During this train- ing, teachers talk to us about the real problems happening in their schools.

4. Our fnal initiative is to hold workshops for parents to To this efect, this year we once again held JALT’s "Joint Campus” spread the concepts of Outward Bound education to home activities in the Maki district of Nagano Prefecture, an event with education and family values, something parents ofen worry a 40-year history. Te citizens of this region are semi-self-suf- about. Parents need to understand that their children must fcient and far removed from the conveniences of modern life. take responsibility for their own actions and behaviour, For one morning activity the JALT students had to carry ‘kaya,’ rather than relying on their parents to make these decisions or materials used to thatch roofs, for an hour-and-a-half along a for them. challenging mountain path, as they struggled to maintain their balance over the difcult terrain. Tat afernoon, the students’ In order to deliver these initiatives efectively, it’s important that teamwork was put to the test as they were challenged to pull we train high-quality leaders, especially as we are planning to get heavy logs to the local sawmills. Te hard work freed their minds our staf more involved in school education in the future. Once a as they enjoyed being at one with nature and came to understand year, Outward Bound Japan provides a Japan Adventure Leader- the feelings and lifestyle of the local people. Afer sweating and ship Training (JALT) course which involves advanced outdoor growing hungry from the hard work, they all ate a large, delicious training. Tis year, we had seven participants who joined and dinner of local foods! For these students who will later educate successfully completed this 73-day course from May 1 to July 12. others, it was a wonderful opportunity to think about who they are, what society is, and the joys of living such a rural lifestyle. As of last year, we started a ‘Community Service’ course to add On the fnal day, the JALT Completion Ceremony was held with more variety to our JALT program, to teach students how ‘To staf members from Outward Bound Japan, who gathered at the Serve,’ one important element of the basic Outward Bound Nagano school where Koichi Inasawa, Chairman, gave certif- philosophy. Our founder, Kurt Hahn, said that the purpose of cates to each student and praised their eforts to overcome the Outward Bound education should be, "Te development of the challenges of the course. execution type citizen," meaning proactive citizens who put every efort into improving their own community by learning Tis year we have also established the Leadership Training Com- deeply about the region they live in and providing the necessary services. mittee, which is chaired by one of our Board members, Professor Minoru Iida, to fnd better methods of training leaders. Tis will help our organization positively afect young people as we strive to spread the most important aspects of the Out- ward Bound philosophy into the school education system. Tis committee will discuss the necessary qualifcations related to leadership, and it is also inviting members from other organizations to ensure a variety of efective opinions. Outward Bound Japan will keep striving to become a more efective organization for youth education in Japan. O Outward Bound PEACEBUILDING a Partnership Model

By Ana Patel & Flavio Bollag

Introduction

“Trees communicate not through their branches, but through one person on logistics support, and the executive director of OB their roots,” states Héctor Tello, Executive Director of Outward Peacebuilding, serving as the principal peacebuilding lecturer Bound Mexico. He is addressing a group of adults, predomi- for the course. A big team, but this pilot program was also an op- nantly Mexican professionals and students who work on youth portunity for professional development and curriculum sharing and violence prevention issues. Te program is an Experiential between the two OB stafs. Te local knowledge that OB Mexico Peacebuilding Training delivered jointly with the Outward ofered of the cultural, environmental, and ethno-political history Bound Center for Peacebuilding in April 2016. We are about of area was critical for the program. Te OB Peacebuilding team to do our solo in one of the last remaining cloud forests in the brought its unique curriculum integrating confict resolution, western hemisphere, the Sierra Juárez range in Oaxaca, Mexico. non-violence, confict transformation, and peacebuilding into Tis tropical evergreen forest feels like something out a dreams- the Outward Bound approach. Te two teams worked together cape. Te cloud cover rises like smoke from the forest foor and to design the program, develop a marketing strategy, recruit abundant lianas and epiphytes hang from the canopy. Only the participants, and deliver the course. In 2017, OB Peacebuilding occasional cry of a bellbird breaks the silence of our afernoon will ofer the frst Experiential Peacebuilding course in Brazil solo. In the quiet you can almost hear the trees talking. in partnership with Outward Bound Brazil, and will repeat the successful program with OB Mexico. Te Experiential Peacebuilding Training is a fve-day semi-res- idential program of Outward Bound Center for Peacebuilding For our school, the opportunity of threading together the net of (OB Peacebuilding) for professionals and students interested in regenerative interactions is both challenging and inspiring. Te confict transformation and peacebuilding. Te crew in Mexico Experiential Peacebuilding Training with Outward Bound Peace- included local government ofcials, the executive director of the building was a wonderful experience of OB collaboration. Not biggest LGBTQ shelter in Mexico City, two sustainable forestry only did we begin to see the potential for a new area of program- experts focused on community outreach, university researchers, ming for our School, but it was a real opportunity for profession- and a number of teachers. Te facilitator team included a pair of al and personal development for our staf and collaborators. lead instructors, one each from OB Mexico and OB Peacebuild- ing working together, one assistant instructor from OB Mexico, —Héctor Tello, Executive Director, Outward Bound Mexico 64 Outward Bound Center for Peacebuilding ics and Peace, in their 2015 Global Peace Index, notes among many others a disturbing trend. Over the past eight years, average Outward Bound Peacebuilding uses the Outward Bound country scores show deterioration, driven downward particularly approach of experiential learning in the outdoors to challenge by one factor: decreasing indicators of internal peacefulness. Te and inspire emerging leaders in divided societies to build peace. challenges of the near future will be defned by conficts within Beginning with a wilderness experience that encourages partici- nations—and the need for local leaders to sustain and reinforce pants to push their limits and move beyond their comfort zones, the foundations of peace has never been greater. Outward Bound Peacebuilding works with partners around the world to design programs that encourage compassionate leader- Even in its earliest days, Kurt Hahn saw a role for Outward ship, cooperative learning, and creative action. Bound on the international stage. Upon the founding of the frst school in Wales in 1941, he said, “…Our aim is to lay the Licensed in 2014, OB Peacebuilding is one of the newest Out- foundations of class peace and of religious peace. We want to ward Bound Schools and one of the few with a thematic, rather educate citizens not subjects, qualifed for international coop- than a geographic, focus. eration.” (Fletcher, Basil 1971) Troughout its history, various Wardens, School Directors, staf, and alums, recognized that We call our approach experiential peacebuilding. It joins the Outward Bound is in an optimal position to utilize its strengths power of experiential learning, or learning by doing, together to facilitate peace leadership in situations of confict. Te result with peacebuilding skills and practice. Our theory of change has been programs such as the Outward Bound Global Leaders for this approach is founded on two convictions: 1) Experien- Program, the Outward Bound South Africa Post-Apartheid, tial learning in the outdoors is a powerful tool for advancing the Unity Programs of North Carolina Outward Bound, the leadership, building trust, and creating transformational experi- Connecting Cultures Program of Outward Bound Oman, the ences for individuals and groups, and 2) Peacebuilding requires Police-Youth Challenge of Baltimore Chesapeake Bay Outward investment and support of local leaders, who are best positioned Bound Schools, and others. to bring positive change to their communities and societies. In establishing OB Peacebuilding in late 2007, the founders Why an Outward Bound Schools for peacebuilding? At the close aimed to build on and support these eforts to apply Outward of 2015, the United States Institute for Peace cited the highest Bound’s philosophy, expertise, and methodology to the needs of ever tide of people displaced by war, violence, and persecution individuals living and working in situations of confict through- across the globe. Tis movement of people not only refects the out the world. Our approach is rooted in our belief in the power international map of confict, but also contributes to growing ten- and efcacy of community-level action, and of compassionate sions between peoples within nations. Te Institute for Econom- leaders who can be peacebuilders in political, economic, and interpersonal actions. We all see examples of these in Outward Te longest collaboration thus far has been with OB Croatia Bound alumni and partners everywhere. on OB Peacebuilding's Palestinian-Israeli Emerging Leader’s Program (ELP). ELP encompasses 25 program days, spread over Outward Bound Peacebuilding engages peacebuilding leaders a year for young Israeli and Palestinian professionals between the through two kinds of programs. ages of 25 to 40. Te heart of the program is a ten-day expedition, which has most ofen been delivered with OB Croatia. Croatia as Our deep engagement programs focus on multiple years of a destination makes sense for this program because of relatively programming with local partners in divided communities such as the Palestinian-Israeli Emerging Leaders Program for next easy and cheap fights from both Tel Aviv and Amman, it sits generation leaders from Israel and Palestine, ofered since 2009. in the same time zone avoiding jet lag issues with participants, and as a member of the EU, Croatia accepts the various types of Our education and training programs aim to empower others Palestinian travel documentation. It is also a country with many to use the experiential peacebuilding approach and include possibilities for spectacular program areas.

• Practicum on Experiential Peacebuilding, a ten-day expedi- Partnering with Outward Bound Peacebuilding school is a tion course for professionals and graduate students of con- great experience and very benefcial in so many ways for us. It fict resolution and peacebuilding, delivered in partnership is inspiring and much more easy and simple to work with an with Costa Rica Outward Bound and the United Nations organization who share the same mission, values, goals, and University for Peace understand organizational process of our programs. Also, it is a • Peace Matters Expedition, a fve-day expedition course for good learning opportunity for our staf to compare and improve students, delivered in partnership with Voyageur Outward Bound School and the Nobel Peace Prize Forum programme delivery process, safety, and quality standards, as well • A variety of workshops and other learning experiences with as social interaction. At the end, it makes us all feel as a part of a a variety of partners, including universities and NGOs. big Outward Bound community across the globe.

Since 2009, OB Peacebuilding has engaged and supported more —Lovorka Šimunec, Executive Director, Outward Bound Croatia than 220 participants, representing 25 countries and six conti- nents. More than 70% of our alumni are women, and many have traveled to places and met people with whom they would other- Better together: OB as a global community wise never have interacted. Today, 80% of our alumni are living or working in countries ranked in the lower half of the Global Outward Bound’s greatest strengths are its strong brand, its Peace Index, produced annually by the Institute for Economics history, and its global reach, ofering unrivaled diversity of and Peace. program models and locations—yet collaboration and partner-

ships between schools are the exception rather than the rule. OB Partnering Peacebuilding ofers a new opportunity for interested OB Schools to defne a truly benefcial partnership by: Partnering with Outward Bound Schools is the primary mode of program delivery for the Outward Bound Center for Peacebuild- • Expanding program reach with new models and curriculum ing. Our past partnerships with ten diferent sister OB schools • Engaging new audiences, clients, and participants have included short and long-term relationships, and the aim is • Deepening the alignment to classic Outward Bound values always to strengthen and expand the Outward Bound brand and like inclusion, empathy, and transformative leadership model. • Enhancing revenue sources by opening doors to new grants and donors • Building added capacity for instructors in a new and relevant peacebuilding curriculum • Exploring each OB school’s and region’s interests and needs and developing a course that best fts local communities and context.

At Outward Bound Peacebuilding we draw strength from Out- ward Bound’s legacy of unrivaled excellence and from shared history and values. Like the cloud forest in Oaxaca, we grow together and speak to one another from our roots. O

66 or many of us in the Outward Bound community, FMark Zelinski has become the de facto photogra- pher of record for international Outward Bound. For over three decades, Mark has travelled the world, captur- ing compelling images of OB participants and staf in the many spectacular wilderness and urban areas that are our organization’s unique classrooms.

It all began in 1984, says Mark, with a volunteer opportunity at the Canadian Outward Bound Wilderness School: “I found myself shooting for several days in Northern Ontario during heavy rain for the frst two days of my visit to ‘Homeplace’, the base camp on Black Sturgeon Lake, and my frustration was building. Ten, on the third morning, I was awakened by a brilliant sun gleaming across the lake through a white blanket of mist onto my sleeping bag. I raced to the lake to catch the sunrise, and was soon joined by a group about to embark on a canoe marathon. I clicked the shutter as the group paddled into the mist, and I felt a quantum shif — like a new door opening. I did not know it at the time, but my global odyssey with Outward Bound had begun.”

70 Since then, Mark has travelled through that opened door repeatedly, visiting each of the so-called Hahn organizations (those found- ed by Kurt Hahn): Outward Bound, United World College, and Round Square, and pho- tographing more than 100 Outward Bound courses in a journey that has taken him across oceans and deserts, to many mountaintops and rainforests and cities. His travels allowed him to photograph wildlife, remote envi- ronments, and portraits of people of diverse cultures.

Mark’s photographs have in many ways become matchless posterns to a world usu- ally reserved for Outward Bound’s students and their instructors. As he puts it, “I’ve seen hundreds of people experience life-changing growth within schools inspired by educator Kurt Hahn. To witness frsthand the power of these courses to transform adversity into triumph has long been a great inspiration for my art as well as a personal blessing.”

We are therefore very pleased to present these photographs that Mark has created over his decades-long outward-bound journey, begin- ning with his very frst, taken at the edge of Black Sturgeon Lake in 1984. O

Outward Bound International Jounal www.outwardbound.net 71 outward bound By Nick Cotton Measuring the impact of an Outward Bound papers that included a course report written experience is a challenge we have all grap- by a young professional participant of the pled with repeatedly. What questions do you very frst OBHK course. Te author, a Mr. ask? When do you ask them? How reliable Howard Young, had gone on to serve in the are the answers? Here at Outward Bound Hong Kong Legislative Council but, more Hong Kong we have what we believe to be importantly, also became a central fgure in a robust and externally validated system the Outward Bound Alumni Association which not only measures the changes in (OBAA). Page three of Howard’s report (his specifc outcomes recorded by participants, “Description of the Course”) states, “Te but also allows us to quantify those changes. course can be concisely described as a stren- Tis can be hugely powerful when reporting uous course consisting of tough outdoor back to client organisations, who can now physical activities designed to help young quantify day-to-day changes and therefore people discover and develop their potential.” make a more credible case for further fund- ing. Clearly the course was not too strenuous as Howard went on to be a founding member However, it doesn’t quite tell the whole story. of the OBAA, a group of OBHK graduates Condensing the benefts of a course into a who meet regularly to extend their passion number ignores the layers of impact that a for the outdoors and maintain the bonds course can have; the personal stories, the created at OBHK. Te OBAA, perhaps more friendships forged in a tent in a storm, or than any impressive number on a report, the shared laughter of the group all seem represent the true impact of an Outward to be lost in the quantifcation of the Bound course. experience. Since 1971 this group of ‘Outward Bound- Tis is why it was a welcome sur- ers’ have been held together by their ap- prise when, afer taking over preciation of the OB experience and their as Executive Director of willingness to volunteer time to keep the Outward Bound Hong spirit alive. Volunteers meet up once a Kong, I discovered month on a piece of land donated to them, a fle of to keep it looking smart and to share stories

72 and a drink. Tis base is also used to facili- he went tate regular group activities such as sailing, on to sit in Hong hiking, and kayaking trips for those who Kong’s government and remain interested. Additionally, the Associa- co-found the OBAA, but tion makes its mark on the local community he also served on the Exec- by organising the Tolo Harbour Canoe Race, utive Committee of OBHK and which has introductory and competitive cat- maintained his enthusiasm for our egories in distances from 5 to 21 kilometres. work. When he felt that the time was Te race has been running for 43 years, a right to step down, he was replaced by testament to the enthusiasm and determina- his son Jeremy, who has now been charged tion of the members, but even more impres- with maintaining links between the school sive is the competitor who has appeared in and the Alumni Association. In that course every year of the race! report written in April 1970 Young stated, “I shall never forget that I was on the frst Out- In July of this year, the OBAA were at it ward Bound course in Hong Kong and shall again, organising a kayak expedition from strive to keep up the name of an ‘Outward Hong Kong to Macau. Tis event has been Bounder’.” Howard, along with so many of held every ten years the members of OBAA, since 1982 but was has lived that spirit and brought forward in “I shall never forget that I has a great deal to ofer 2016 to mark the was on the frst Outward OBHK and the young 45th anniversary of people we serve. As such OBHK. Sixty pad- Bound course in Hong we are looking forward to dlers departed from hosting him, and them, at the western island of Kong and shall strive to our base in November to Lantau afer an ofcial keep up the name of an celebrate our 45th anni- send-of and battled versary. through 45 kilometres ‘Outward Bounder’.” of challenging con- Howard’s fnal refection ditions before arriving in glitzy Macau just reads, “Never in my life before had I ever felt before sunset. Te paddlers were made up so cold, so tired, so wet, so seasick or sweat- of OBAA members as well as paddlers from ed so much than during those eventful days three local secondary schools who had been on the course, but if I were asked whether I working with OBAA volunteers to gain ex- would have gone on the course had I known perience and ftness for the crossing. It was beforehand that it would be such, I could a great day which highlighted the sense of only say: ‘YES’.” shared values and spirit amongst the alumni, all enhanced by a celebratory dinner for the Let’s hope that he has set the tone for future tired paddlers. If ever there was an embod- generations who will refect as positively on iment of the Outward Bound impact, it was their experiences in 45 years’ time! surely the energy and joy that was evident in that room in Macau, generated by a group of Tere is obviously a place for analytical anal- now ‘mature’ enthusiasts. ysis of course impact, but we can’t forget that the human impact, such as the stories and Howard Young’s OBHK story did not end energy of the OBAA, speak even more about with his participation in Course One. Yes, the power of Outward Bound. O The International Sea Kayaking Educators Symposium: a Collaboration Between Outward Bound Hong Kong and Tertiary Outdoor Education

By Aaron Funnell and Jake Taylor

rom November 30 to December 4, 2015, Outward Bound a sharing of academic theory. It was hands-on and experiential Hong Kong’s remote island base of Wong Wan Chau while identifying and exploring the theoretical foundations that hosted the frst International Sea Kayaking Educators underpin programming. Over half of the fve-day symposium FSymposium (ISKES). Tis innovative event was created through a was sea-based, including an overnight camping expedition, a sep- collaboration between Outward Bound Hong Kong and Austra- arate night-paddle, sea kayak orienteering that was interpretative lia’s Monash University with the purpose of convening outdoor of local areas, plus an optional dawn round-the-island paddle adventure educators from around the world who value both each morning. the sea and sea kayaking for its unique and powerful learning potential. Keynote speakers included Mark Jones, from Auckland Uni- versity of Technology, New Zealand who inspired delegates to A healthy mix of scholars, authors, lecturers, adventurers, connect people to place-based experiences; Peter Varley, from the students, practitioners, and adventure education administrators University of Highlands and Islands, Scotland, with an evening from within and outside the global Outward Bound community freside presentation about journeying without modern luxuries; came together at the island base camp, which provided an excel- and Fiona Hough, a former Outward Bound Canada program lent forum for discussion and sharing of topics and issues. Tree director, who spoke of instructor intentionality and the use of engaging keynote speakers spearheaded the symposium, from metaphor and facilitation in water-based programs. To conclude Scotland, Canada, and New Zealand, with further presenters the symposium over half the delegates departed on two separate coming from North America, the United Kingdom, and Aus- sea kayak journeys rather than taking a ferry back to the main- tralia, as well as from various locations within Asia. A blend of land—emblematic of the action-based and experiential nature of shore-based and sea-based sessions created an excellent platform this frst International Sea Kayaking Educators Symposium. for learning and sharing. Troughout the symposium, delegates were presented with prob- While kayak symposiums are fairly common around the world, lems relevant to their experience as sea kayak educators, which this symposium was unique since it moved beyond skills acqui- made for engaging and interactive sessions. Tis was supported sition to focus on the educational processes and knowledge that by lively evenings on beaches and around a campfre, building form the foundation of excellent outdoor programming. Te relationships and connections with world-class sea kayak ad- Monash University Faculty of Education is highly regarded, and venturers, scholars, and like-minded educators. Partnering with the partnership forged with Outward Bound Hong Kong has Monash University inspired OBHK to honour the underlying ensured robust refection and awareness of pedagogy, research, action-based foundations of experiential learning rather than and educational processes. However this symposium was not just hosting a fve-day conference of PowerPoint presentations. 74 For many of the Outward Bound staf who participated, this formed a high- light of their professional careers and has served as an inspirational way to get fred up and passionate about sea kayak programming. Homegrown presentations were well-received by this eclectic group of educators, including topics such as the deliberate use of learning outcomes, student-centered approaches to paddling, searching for peaks at sea-level, sea kay- aking props for facilitation, and the sym- bolic origins of sea kayak communities. Te attendees also had the opportunity to learn about the sea kayak as a tool for transfer, incident and near-miss patterns while sea kayaking, and an evaluation of the positive impact of sea kayak courses on participants. Te Outward Bound • Facilitation and debriefng ideas specifc to sea kayaking staf spent quality time with outdoor educators and lecturers • Rich practical perspectives on curriculum development that from around the globe, and developed strong connections with are grounded in theory them. OBHK as an organization also gained a huge amount of • Awareness of how the “sense of place” can be included into institutional knowledge and ideas specifc to improving sea kayak courses • Enhanced perspectives on research from leading scholars programming including: • Environmental interpretation • Course ideas such as “active ageing” and “adaptive program- ming” to serve the changing needs of communities • Service ideas while sea kayaking • Sea kayak-specifc safety and training materials, including accident and near-miss profling, which now forms an im- portant part of OBHK sea kayak training • Awareness of the environmental damage that is occurring to the oceans and strategies for Outward Bound courses to begin to help fx some of these, such as how to pummel the ocean’s plastic waste problem.

Tis symposium has certainly helped to add to the body of knowledge about sea kayaking while it also enriched OBHK’s abilities to provide word-class sea kayak journeys, and it has done so by intentionally strengthening our course curriculum and associated practices. At the same time an engaged community of practice is emerging from these delegates who attended.

Based on the success of this symposium, ISKES-2 has been scheduled for March 2018 in Wilsons Promontory, Victoria, Australia and will be hosted by Monash University. Several other scholars and program administrators from around the world have already shown further interest in hosting subsequent ISKES events and there is a projected rotation of venues between the northern and southern hemispheres every two years. ISKES-2 will again feature a healthy balance of on-water and of-water ses- sions and will include emphasis on sustainable hunting, fshing, and foraging practices possible from the cockpit of a sea kayak, as well as continuing the focus on theoretical and educational foundations of sea kayak programming.

Outward Bound International Jounal www.outwardbound.net 75 I feel as if my breathing and heart rate fnd their harmony, so that all of my movements and being are in sync. From my periphery I catch a glimpse of a white-bellied sea eagle soaring above the seas searching for fsh. At this moment I truly feel alive and living in the present. My mind is not scouring over endless to-do lists, things forgotten from yesterday, or planning for future events. Every muscle, cell, and nerve within my body feels awakened and ready.

My journey continues northward along the coast towards Wong Wan Chau, and I begin to come across fshing vessels, boats flled with tourists, and garbage in the water. Having lived in Hong Kong for one year, I have become somewhat desensitized to this, but it still brings on anger and sadness. Tom Hanks would have never lef his castaway island had he the items that wash up on the islands and sea caves of Hong Kong.

Upon entering Mirs Bay, the conditions begin to wane as the farther headlands of mainland China shield the local waters near Wong Wan Chau. Te fetch of wind across the water reduces, and I have the time to absorb this natural beauty where the volca- nic rock becomes a deep red of sedimentary origins. With each forward stroke, my mind turns more towards the symposium and my session on the frst day. I wonder who some of the delegates fying in from Europe, North America, and Australasia will be. As I arrive at dusk the evening before the symposium, I roll out my mat and sleeping bag overlooking the lush green hillsides that extend all of the way to the water.

Te International Sea Kayakers Education Symposium, ISKES for short, has an exceptional maritime ring to it. Te idea sprang forth from a partnership between Monash University and Out- Excerpts from a Symposium Blog: ward Bound Hong Kong, with the question of, “How can we use Paddling up to Wong Wan Chau sea kayaking as a means to achieve greater educational benefts?” by Jake Taylor It’s always difcult trying to take a thought, an idea, a concept Stroke afer stroke, my blade slices the water as I slowly but sure- from your mind and make it relevant and useful for someone ly make progress along a steep, rocky coastline. As I continue to else. You don’t want to directly transplant it from your mind to paddle against constant force fve winds, I know that once I pass theirs, since its purpose will just be lost in due time. It’s even the next rocky headland things will be bigger, much bigger. It harder when you are doing this for a group of peers, who in some isn’t very ofen that I have the time or reason to paddle along this cases may be more knowledgeable and experienced in the feld section of Hong Kong coastline. By far, it is the most beautiful then yourself. Confdence and humility are two traits that need and rugged section. Steep clifs of rhyolitic columns, a very rare to be balanced to achieve success when undertaking such an rock formation, allow the swell to double up in size as the energy endeavor. is refected of the walls. In certain areas, the pounding of the surf has carved out sea caves and arches. Te sound of the waves Now, presenting at an innovative symposium that looks to booming from the walls and the round stones cascading over one broaden the realm of sea kayaking beyond the standard skills another echo in my mind. and drills, I asked myself why did I choose to conduct a practical skills session? Can the act of teaching technical skills be relevant Te rhythm of my blade dipping in and out of the water begins to the deeper notions of education? However these doubts soon to align with my boat’s up and down movements with the swell. 76 in a class, course, or trip are unable to form any sense of bond with you. From there, getting on the water as quickly and safely as possible is always a priority. Once there, I set out to provide activities and sessions that would highlight the core concepts in action. In some cases, an outlandish method! I always fnd that the more odd and silly the approach, the more likely it will be re- membered and practiced. Directing people paddling with blind- folds by using their body rotation. Working on top hand position and balance with someone sitting just behind you on the deck of your kayak. Te laughter was contagious. Eventually, as the sun settled behind the hillsides, the time came to depart the water.

Te session I ran can be utilized from the beginner to the advanced paddler and looks to create an understanding of how to be an efcient paddler using your body, your boat, and your blade. Most of those at my session have utilized a similar approach through years of instruction. From the questions and borrowing of my visuals, I felt I was able to provide an under- standing that there is potential for deeper educational benefts even through skills training.

faded and I recalled the words of Tim Gallway: “…remember that At the closure of the symposium, a meeting was tabled to discuss it is the experience that teaches you, not the instruction.” Teach- the personal fndings and developments from the several days ing sea kayaking, using a core concept approach, can allow you to spent at Wong Wan Chau and Double Haven Bay. Tere was an transfer these skills and attributes on top of the intended purpose excited, yet somber tone over the group as the topics re-arose, of learning to paddle. from slow adventures, creating a sense of place, and unique ways to reduce our impact on the ocean. A prospectus was tentatively For my actual session, brief introductions were conducted along discussed for the next symposium in the southern hemisphere with some background evidence for my claims. I immediately to be held at the coastal barrier islands of Wilsons Promontory, went to work establishing rapport and setting a fun and focused Australia. O tone. It doesn’t matter how great you are if the people you have By Iain Peter

In my three years as Executive Director of Outward Bound In- independent, committed Boards focussed on strategy, leaving ternational, the question that I am most ofen asked when I visit operation to the staf and operating to agreed terms of reference our Schools around the world is, ‘Where do we rank amongst and with good records and documentation, are nearly always the Schools? Are we the best? In the top fve?’ I always try to fnd “good Schools”. a diplomatic way to answer this question and usually respond along the lines of, ‘it depends what you mean by best….’ Expert Staf However, this is a good question and one that is worthy of more thought. With my three years of experience, I’m going to try to As I travel from School to School around the world, I am unend- defne what I think makes a “good School”. ingly impressed by the quality and the enthusiasm of the Out- ward Bound staf that I meet. Tey are always skilled, articulate, friendly, and deeply committed to the educational goals of Good Governance Outward Bound.

Schools that can be classed as “good” all have good governance When we speak about staf it is common to assume that we mean arrangements. program staf. But I mean all staf—executive directors, drivers, administrators, program staf, support staf, and catering staf. Good governance is the key foundation for the success of any Tey are the Schools’ biggest assets and they are a critical compo- organization in any sector—whether commercial, not-for-proft, nent of a “good School”. or educational. Governance is not the management of the day-to- day operations of the organization; rather it is the framework of However, the world of Outward Bound can be a demanding place strategy, risk management, controls, and processes that sit above to work. I consider that good Schools are those who construc- the day-to-day operations. Governance relates to the organiza- tively manage their staf and who think about staf retention, tion’s leadership in terms of culture, values, and integrity. In a staf training, and systems of on-going improvement (both of the well-governed organization, these elements underpin everything staf and the programs). People like responsibility and love to be the organization does and how it does it. challenged but they also need to be supported by strategic and consistent management. “Good Schools” have open and transpar- In our Outward Bound world, governance is almost always ent employment policies and a clear view as to career pathways the responsibility of the Board—and Schools with transparent, and staf retention. 78 Staf safety is, for me, crucial. We ofen focus our eforts on In reality there are only four sources of income available to participant safety but Schools must also ensure that staf are safe Schools: whilst at work. Tis is best achieved through training, mon- itoring, and direct management of the elusive work-life bal- 1. Income from program fees (the money that your participants ance. Tired instructors aren’t good instructors and overworked are prepared to spend to attend your programs) administrators don’t make the best customer relations managers! 2. Funds from government or charitable sources in the form of Sustainability grants or subsidies

Tere are two kinds of sustainability: will the School be around 3. Fundraising income (donations that support core OB work) in fve years time? And are we protecting and considering the environment in which we operate? 4. Income from other (non-Outward Bound activities) activities that generate a surplus that can be used to support core Outward Almost every School reports that fnancial operating conditions Bound work. are difcult. It is increasingly hard to deliver a balanced budget as clients cut back on the amount they are prepared to spend Te best Schools have a spread of all of these income sources. and it costs more and more to operate Schools. I should say a word about what I have observed on my travels Te best Schools have good business models that reduce their regarding the various income sources and the advantages and exposure to risk (i.e., a diverse customer base with limited expo- disadvantages they bring. sure to risk should a client choose to terminate the relationship). Ideally, they will also have built up some reserves that at least Type 1 income is ofen considered to be best. You control it and give some thinking time in the event of a fnancial crisis. you set the fee level in discussion with your customers.

Outward Bound International Jounal www.outwardbound.net 79 Te challenge, of course, is that high quality programs are expen- Program content sive to deliver, and ofen customers cannot meet the full cost of programs. Tis means you need some type 2, 3, or 4 income to Of course, the thing that really identifes the “good Schools” are balance your budget. their programs. Te best Schools deliver programs tailored to the needs of their clients, that result in real individual learning Type 2 income can be very good but it is also potentially high for participants. risk. It is very easy to become overly dependant on grant income or government funding, leading to Outward Bound is committed to complacency and lack of innovation Good Outward Bound courses are delivered an educational process based on and fexibility. Governments change instruction, action, and refection. priorities and grants are ofen with high standards of quality and risk Experiences on good Outward time-limited. “Good Schools” use Bound courses are intentionally de- type 2 income to support the budget management. Instructors are trained signed, presented, and reviewed to and to build capacity — so that they and experienced in facilitating learning instill Outward Bound’s core values are stronger and more diverse when and operating principles in a man- the funding dries up. through adventure. ner that ensures that the learning is transferable to other situations. Schools that become over-dependent on type 2 funding, with- out fallback plans for when the funding comes to an end (and Outward Bound is recognised as a leader in providing experi- it always does) can fnd themselves in real crisis — usually with ential education in the outdoors where activities require special stafng levels and program models that are impossible to sustain. efort and where remarkable experiences involve uncertain outcomes within acceptable risk. “Good Schools” display all of Many Schools in the OB network believe that type 3 income is this in their program delivery. impossible for them to access—that there is no culture of charita- ble donation where they operate. I think this is an oversimplifca- Good Outward Bound courses are delivered with high stan- tion of the position. Fundraising is difcult for everyone; without dards of quality and risk management. Instructors are trained commitment, investment and a good strategic plan it is indeed and experienced in facilitating learning through adventure. difcult. However, it need not be unattainable. Donors rarely Tey have highly developed outdoor leadership skills, and approach Schools and ofer support. Hard work, committed staf, through creative talent they design and deliver learning-focused diligent research, and a good ofering are what produce dona- programs. Good programs nearly always involve outdoor, tions. Don’t overlook this very valuable income and don’t write multi-day journeys in nature. it of. Speak with our member Schools who are efective in this area; replicate their models and take their advice. Conclusion Money from fundraising can make a real diference to your I hope that by now you have an idea of what I think makes School’s operation. a School good and that you have an idea as to where your School fits within the continuum. There are no “perfect Be careful of type 4 income! It is very easy to be seduced into Schools” and the Schools that are “best” in a particular area of believing that services you deliver that are a long way from your performance are often weak in another area. “core Outward Bound mission” are worthwhile because they are proftable. Experiences shows that it is easy for the whole opera- The challenge for us all is to be honest about these weak- tion to become overly focussed on the proftable (non-OB) work, nesses and to work to address them. We must not settle for resulting in neglect of the core OB mission. “good enough”. Around our Outward Bound community we have great experience and a multitude of models. Many of We all know of examples of facilities being used (at a proft) for these models include areas of real excellence—imagine how hospitality in the quiet times. What then happens when young good our Schools could be if we worked together to identify people with dirty boots spoil the ambience…. All too easily, the these areas of excellence and then, having identified them, we subsidiary purpose can become the core and can drive the busi- altered our own operating model to include them. ness model away from the core mission. That is our challenge as we move forward. OBI is committed It is equally important that our operations are environmentally to making member Schools more effective and more resilient. sustainable — sensitive to nature, low impact, and energy ef- We can only do this with your support and collaboration. O cient. “Good Schools” include these principles in their programs and include them in their practical experiences.

80 Outward Bound International Jounal www.outwardbound.net 81 It is my privilege to report on behalf of the Board of Outward 1. 2014 OBI World Conference follow-up Bound International (OBI) on activities worldwide in 2015. OBI was created to oversee: licensing of new Outward Bound Schools; Outward Bound International, with help and support from risk management and quality standards for all Outward Bound Outward Bound Germany, hosted a very successful World Con- Schools; brand management; and the promotion of communica- ference in November 2014. Leaders and staf from 32 Outward tions and networking amongst OBI members. Bound Schools around the world attended.

Te Schools sent us a clear message that they wanted a more OBI exists: integrated and linked Outward Bound network supported and facilitated by Outward Bound International. Delegates told us To promote and protect the good name of Outward Bound that OBI should take the initiative to lead, guide, and support throughout the world, and to assist in the establishment, devel- the developing network. At our OBI Board meeting in Sydney, opment, and support of Outward Bound Centers able to provide Australia, we got down to business. safe, high-quality programs that fulfll the Mission of Outward Bound. Te 2014 World Conference asked us to focus on:

• Creating an improved website including a central portal for 2015 highlights include: the exchange of substantive information • Implementation of the 2014 World Conference initiatives • Building a stronger, consistent, and recognizable world-wide • Successful implementation of new model for Program Re- Outward Bound brand view of Schools • Facilitating thought-leadership on the impact of OB pro- • Introduction of renewed funding model for OBI grams • Successful additional fund-raising through a collaborative • Supporting staf on a network-wide basis including a net- efort with OBT (UK) work skills audit, staf mentoring and shadowing, exchanges, • April meetings in Australia and November meetings in staf training, and the creation of an expert fund Taiwan • Providing information and support of governance models to local boards.

In Sydney, steps were undertaken to assign tasks and responsibil- Priorities of 2015 ities for meeting the tasks set for us and, in particular, for OBI’s Executive Director and for the members of our Operations Com- 2015 priorities included: mittee. Our aspiration has been to report back on these items by the time the OB network meets again in North Carolina, USA in 1. Acting on next steps to meet the goals of the 2014 World November 2016. Projects were drawn up and implemented, as Conference and a timeline for accomplishing these goals. below: 2. Securing the successful introduction of the new system of ‘program reviews’ for Outward Bound Schools. Initial planning led to investigation of a third-party-hosted 3. Maintaining modest costs for OBI operations while explor- and -developed website, intended to showcase Outward Bound ing core funding with additional fund-raising for discretion- Schools through a central OBI portal. It will provide a hub based ary spending. on ‘Sharepoint’, which will allow for collaborative hosting and 4. Maintaining support for schools with provisional and ex- sharing across the OB network of precedents, delivery models, ploratory licences. and learning.

82 to meet core activities on the current dues schedule and we are hampered in advancing any aims of OBI beyond core activities. In late 2015, our Treasurer led an initiative to stabilize funding for OBI. Te model proposed, still under discussion at year’s end, contemplates a formula that will increase proportionately the funding received from larger schools over that from smaller schools. Notably, the proposed fee increase will cover the costs of OBI’s program reviews, a cost that is particularly difcult for smaller schools. While these discussions will address core activi- ties for OBI, any additional spending by OBI re- quires separate fundraising. We were therefore delighted to support our Executive Director, Iain Peter, as he oversaw all practical elements of the City Tree Peak Challenge in London in September 2015. Tis was a joint fundraiser for the Outward Bound Trust (UK) and the Royal Marines Charity. For his well-spent eforts, OBI received a signifcant donation from OBT, which has been applied to the aims of OBI.

4. Attending to Licensing Matters A central part of OBI’s core activities (along Eforts have resulted in renewed branding for the Outward with brand management and risk manage- Bound network. Te goal is to provide a consistent look and feel ment) is the provision of oversight for licensing activities across to the way in which Outward Bound Schools present themselves the network. Te Board of OBI, on the recommendation of its in the marketplace while still allowing for individual variances Operations Committee and ED, continued to support Provisional that are refective of local culture. Timelines have been agreed on Licences for OB Germany and for OB Croatia as they integrated for implementation of these proposed models. recommendations for the continued development of their organi- zations. We remain hopeful that these two Schools will join the Many of the larger Outward Bound Schools have produced network of fully licensed Outward Bound Schools. We were also ‘impact reports’. Tese confrm what we always knew — Outward pleased to receive the recommendation of the Operations Com- Bound changes lives positively! Impact reports are now being mittee to grant Exploratory Status to Vietnam and Holland. We shared across the network. While the descriptions of courses may will provide support as they consider next steps toward provi- change from school to school, the teachings of Kurt Hahn do not. sional licences. We continue to work on systems for sharing knowledge, ideas, OBI has continued along a strong path in 2015. Te Board of OBI and training among staf; indeed, for sharing staf. Plans for honours the role that it plays in the advancement of the Outward greater staf integration will be developed over the next two Bound worldwide. We recognize in particular and with thanks years. Our staf live globally. Tey want to be a part of a broad the endless work undertaken around the world on behalf of Out- OBI network that allows them to contribute to Outward Bound ward Bound by our Executive Director, Iain Peter, and Associate Schools around the world. Executive Director, Rob Chatfeld, as well as the countless hours of additional contributions from the members of our Operations We continue to develop core documents that describe and defne Committee. As always, the collaborative and enthusiastic spirit governance models. By providing such guidance, we hope to pro- guides best. O mote governance discussions across all Outward Bound Schools. Mary M. Tomson Chair, Outward Bound International 2. Introduction of a Uniform Risk Management System

From January 2015 onwards, all Program Reviews undertaken by OBI use a new system, which features a 14-point review schedule and provides signifcant opportunities for discussion and support to individual Schools. Initial feedback is that the new format has been well received. Tis new system was fully implemented by the end of 2015, meeting an important responsibility and goal of OBI.

3. Maintaining Modest Operational Costs and Exploring New Funding Initiatives Mary Thomson Te current funding model was introduced in 2009 to establish OBI Board Chair a dues-based formula by which Outward Bound Schools sup- port the work done by OBI on their behalf. While the costs of OBI have been maintained at a low level, we are now challenged Outward Bound International Jounal www.outwardbound.net 83 Mission statement of Outward Bound International: “To help people discover and develop their potential to care for themselves, others and the world around them through challenging experiences in unfamiliar settings.”

Outward Bound International is on a global mission to help improve 3. Strengthening risk management standards. the efectiveness and ftness of its network of schools through a Outward Bound International produces an annual Global Risk variety of ongoing and special initiatives. Te following fve priorities management Report on operations. Trough its Program Review guide the organization’s eforts in supporting Outward Bound system, it also works with its member schools to continuously worldwide. upgrade standards across the world. 1. Protecting and promoting the Outward Bound brand. 4. Strengthening fnancial health. Outward Bound International ensures registration of the trademark Outward Bound International is continually trying to expand the in any country with current or potential Outward Bound activity, number of sources from which charitable contributions are made to and manages the organization’s reputation by monitoring infringe- the organization. Tese eforts include ofers of Guest Expeditions ments on names, marks, logos, and designs related to Outward to interesting regions of the world for supporters who are willing Bound. In recent years domain name protection has received to make a tax deductible contribution to Outward Bound, beyond increased focus. To strengthen brand visibility, a website is main- the trip cost; and the establishment of an endowment campaign to ensure the future of Outward Bound worldwide. tained that serves as a global portal for those seeking information about Outward Bound. 5. Fostering free and open communication and collaboration. 2. Maintaining a focus on quality and innovation. In partnership with the schools, Outward Bound International hosts events such as world conferences and staf symposia. Additionally, In the last decade, Outward Bound International has developed an annual journal is ofered electronically and in print, and an Risk Management and Quality Review systems. Every two years a expanding internal website, which ofers many resources and ways detailed risk management assessment is made in each country in for sharing them, is available to Board members and the network of which Outward Bound operates, by teams of experienced Outward schools. Bound staf trained by Outward Bound International. While this system is unparalleled in the adventure program feld, Outward Every year numerous requests are made to Outward Bound Bound International has developed a complementary process that International from individuals and organizations interested in systematically examines ways to improve the quality of service bringing Outward Bound to their country. Tis is a clear tribute development and delivery processes. to Kurt Hahn and those who have pressed on in service of his bandwagon. O

Tim Medhurst Krassimir Yanev Eduardo Balarezo Georgina Marten David Kong Nikhil Mundle Andrew Smith Colin Maund Australia Bulgaria Ecuador Ecuador Hong Kong India Vice Chair Treasurer New Zealand UK

Mary Thomson Mike Perlis Jon D’Almeida Iain Peter G. Kelly O’Dea Peter Kyle Bill Phillips Chairman USA Ops Com Executive Chairman Chairman Chairman Canada Director Emeritus Emeritus Emeritus

84 structure for charitable organizations. Te essential element is that each Outward Bound school serves a diversity of young people with a governing board comprised of volunteer, non-paid community members that oversee its mission and operations. Governing Board Te Governing Board of Directors is given the legal corporate authority and responsibility for an organization’s formation and operation, for its stability, and for providing links to other organizations and parts of the community. Te board can mean the diference between public understanding and support of programs and public apathy or even antipathy. Boards that understand their role and fulfll their responsibility are essential to the well being of not-for-proft organizations such as Outward Bound. Advisory Board An advisory board is designed to assist the Executive Director and Board in making informed decisions for the organization and generally promoting the organization to a larger constituency. Some of its duties include: promoting better understanding of the purposes of Outward Bound and the objective of its programs; maintaining standards consistent with accepted ones for similar agencies; and making useful recommendations on future direction to maintain the relevance of the organization. Board Activities: Guest Expeditions It has been reported that famed Antarctic explorer Ernest Shackleton placed the following ad in the London Times as part of a bid to recruit members for his 1914 expedition to transect Antarctica, via the South Pole: “Men wanted for hazardous journey. Low wages, bitter cold, long hours of complete darkness. Safe return doubtful. Honour and recognition in event of success.”

Shackleton found his men alright, but his ad proved an Serving on a nonproft board has its rewards: Helping extend an optimistic assessment of the challenges his 28-member organization’s mission efectiveness, reaching out to underserved expedition would confront during their 22-month epic journey at the populations. Te benefts, too, can be a powerful attraction: serving bottom of the world. with a diversity of people toward a common goal, broadening your network of professional and social connections within your community. Fortunately, serving on Outward Bound International’s board is a little But what if your community is global? What if mission efectiveness less dramatic, but we do ofer our board members an opportunity means starting a school in another culture or on another continent? to engage in a little expeditioneering now and then, to keep them What if reaching out means crossing the international dateline? What if attuned to the adventuresome nature and character of our organization. the underserved are school girls from the Sultanate of Oman, or street Guest Expeditions, as we call them, ofer adventure and renewal with children from Johannesburg, or a group of corporate executives from congenial companions while supporting the worldwide Outward Sri Lanka? What if your network includes people from every continent, Bound mission. Tese trips are conducted by one of the licensed except Antarctica? You’d be a board member at Outward Bound Outward Bound schools or a carefully selected outftter. International, that’s what. Unlike Shackleton’s adventure, ours are shorter (usually less than one Outward Bound International’s 15-member board is responsible for week), and almost always more comfortable. Tey are usually hosted ensuring OBI’s mission and providing governance to its staf and volun- by an OBI Board member, but may include individuals who aren’t teers. Te mission of Outward Bound International is to help improve, connected to Outward Bound. Most are journeys to exotic locales with promote, protect, and extend the good name of Outward Bound, a special purpose: to promote the understanding of the mission and worldwide. programs of Outward Bound, to build support for the work of OBI, and to provide a “taste” of our programs in a unique and meaningful way. OBI Boards Worldwide With Outward Bound schools on six continents, we are able to ofer a Each country in which Outward Bound operates has a slightly diferent wide variety of adventures. O board structure depending on the cultural norms and government Outward Bound International Jounal www.outwardbound.net 85 Participant fgures for 2015 are reduced by 70,000 due to the withdrawal of Expeditionary Learning from OB USA 86 Outward Bound International Jounal www.outwardbound.net 87 Te Outward Bound global network continues to grow and develop despite challenging conditions in many coun- tries. Te revenues across the 36 countries where we operate exceeded $100m for the fnancial year ending 2015. Each licensed Outward Bound center is fnancially independent and each accounts for, and has responsibility for, its own fnancial operations.

Tis report covers the operations of Outward Bound international Inc (OBI) the co-ordinating organisation of which each school is a member and which awards licenses to schools on behalf of Outward Bound Global—the ultimate trademark owner.

OBI has seen improvement of its funding in 2015 compared with 2014. Whilst fee income from schools were $223,245 almost un- changed from 2014 ($210,235), overall revenue was up from $256,916 (2014) to $399,603 boosted by income from support for one of our school’s charitable fundraising initiatives in the UK. Expenses remain tightly controlled with a modest increase in operating expenses from $271,067 to $285,365. Tis has resulted in a growth of net assets from $654,281 to $809,985.

A signifcant movement this year has been the change to the accounting treatment of an “endowment” set up by various donors to support the work of OBI. Afer taking advice and with the support of the original donors, we have been able to move this fund from being permanently restricted into the general fund where the money is available for use in furthering the charitable work of OBI as the donors originally intended. Whilst the money sits in the general fund it is set aside for particular projects and is accounted for separate- ly within the management accounts.

Whilst the organisation has sufcient unrestricted assets to allow it to cover operating costs for a considerable period these cash balanc- es include monies already set aside for future projects. Unrestricted net assets now stand at $809,985.

We have taken further steps during the year to make the income of OBI sustainable on a long-term basis and therefore ensure OBI is able to perform its obligations in connection with the award and maintenance of licenses efectively.

Colin Maund Treasurer

Te Statement of Financial Position as of December 31st 2015 was prepared by Clark & Clark, PC in Salt Lake City O Outward Bound International Inc. Comparative Statement of Financial Position As of December 31st, 2015 (Expressed in US$)

2015 2014 Assets Current Assets: Cash 826,670 294,877 Funds held for Outward Bound Cent 14,800 49,566 Receivables & Prepaid Expenses 39,356 21,766 Pledges receivable - - Accrued interest receivable - - Total Current Assets 880,826 366,209

Non-Current Assets: Permanently Restricted Cash - 358,990 Total Noncurrent assets 0 358,990 TOTAL ASSETS 880,826 725,199

Liabilities & Net Assets Current Liabilities: Accounts Payable 56,041 21,352 Funds held for Others 14,800 49,566 Total Current Liabilities 70,841 70,918 Net Assets: Unrestricted 809,985 295,291 Permanently Restricted - 358,990 Total Net Assets 809,985 654,281 TOTAL LIABILITIES & NET ASSETS 880,826 725,199

Outward Bound International Inc. Comparative Statement of Activities For the Year Ended December 31st, 2015 (Expressed in US$)

2015 2014 Revenue & Support: Fees from Centers $223,245 210,235 Charitable Donations 26,223 46,681 Other Income 31,478 14,568 Unrealized Gain/(Loss) on Inv 9,988 21,795 Special Events 150,135 Total Revenue & Support 441,069 293,279

Expenses: Fundraising - 67 Legal & Miscellaneous 46,183 31,798 Ofce 1,991 7,167 Publications 6,639 13,687 Personnel 171,391 194,509 Symposium - - Meetings & Travel 35,649 23,839 Telephone & Internet 1,512 - Rent 7,000 - Bad debts 15,000 - Total Operating Expense 285,365 271,067

Net Surplus for the Year $514,694 (14,151) Net assets, beginning of period 654,281 632,069 Increase in net assets 155,704 22,212 Net assets, end of period $809,985 654,281

Outward Bound International Jounal www.outwardbound.net 89 Australia Germany Professional Oman www.outwardbound.com.au www.outwardbound-professional.de www.outwardboundoman.com

Belgium Holland (Exploratory Status) Romania www.outwardbound.be www.outwardbound.ro

Bermuda Hong Kong Sabah www.outwardboundbermuda.org www.outwardbound.org.hk www.outwardbound.com.my

Brazil India-Bharat Singapore www.obb.org.br www.outwardbound.org.in www.obs.nyc.gov.sg

Brunei Darussalam [email protected] India-Himalayan Slovak Republic www.outwardbound.sk www.outwardboundindia.org Canada www.outwardbound.ca South Africa Indonesia www.outwardbound.co.za www.outwardboundindo.org Costa Rica www.crrobs.org Sri Lanka Japan www.obsl-lk.org www.obs-japan.org Croatia www.outwardbound.hr Taiwan Korea www.obtaiwan.org Czech Republic www.outwardbound.co.kr www.outwardbound.cz UK www.outwardbound.org.uk Malaysia Ecuador www.outwardbound.my www.outwardbound.ec USA www.outwardbound.org Finland Mexico www.outwardbound.fi www.obmexico.org Vietnam (Exploratory Status)

Germany (Provisional) New Zealand www.outwardbound.de Zimbabwe www.outwardbound.co.nz www.outwardbound.org.zw

Outward Bound International 85 Grampian Road Aviemore PH22 1RH United Kingdom

Tel +44 (0)1479 812544 Mobile +44 (0)7836 642162 Email [email protected]

90 Celebrating 10 Years of OBI Journal!

2016 Edition

Into the Abode of Death Crossing the Empty Quarter From Character Training to Personal Growth And, Above All, Compassionate Service Women Outward Bound

Measuring the Impact of Outward Bound Celebrating Outward 75 YearsBound! of

Outward Bound International Jounal www.outwardbound.net 91 Australia Belgium Bermuda Brazil Brunei Canada Costa Rica Croatia Czech Republic Ecuador Finland Germany Holland Hong Kong India Indonesia Japan Korea Malaysia Mexico New Zealand Oman Romania Sabah Singapore Slovak Republic South Africa Sri Lanka Taiwan UK USA Vietnam ZimbabweA young Lee Hsien Loong at OBS. He is 85 Grampian Road Aviemore, United Kingdom, PH22 1RH, Phone: +44 1479 812544 seated www.outwardbound.net in the front row, second from right.